A inserção da modalidade a distância na educação superior em cursos de graduação na PUC Goiás : uma análise da política de implementação da EaD em cursos presenciais

Abstract

The object of this study – linked to the line of research State, Policies and Educational Institutions, of the Graduate Program in Education (PPGE at PUC Goiás) – is to understand how the modality of Distance Education has been inserted in the face-to-face undergraduate courses at PUC Goiás. The study has a bibliographic review and qualitative documental research as its methodological base. The purpose of this study is to analyze the process of employment of Distance Education in the face-to-face undergraduate courses at PUC Goiás. The dissertation is organized in three interrelated chapters. The first one surveys the socio-historical, economical, and cultural context of the Distance Education in Brazil through the review of concepts and reflections on the limits and possibilities of the distance learning. The second chapter analyzes the challenges imposed by the Distance Education to the expansion of face-to-face undergraduate courses in Brazil. The third chapter presents the case study of PUC Goiás from the perception of undergraduate program coordinators who adhered to the percentage of distance learning allowed by law. The data analysis is, in this third chapter, carried out to articulate the theoretical framework studied with the content analysis of the undergraduate program coordinators speeches. It is understood that the organization of educational policies are loaded with intentionality and express the vision of society supported at each historical moment. The comprehension of this allows better arrangements and contributions in education. The results showed that is not enough for the legislation to indicate the use of technology in education, and much more is needed, including not only the availability of resources and technical support. It is extremely important to prepare the teacher to deal with all the technology and make proper plannings according to the particularities of the Distance Education, maintaining the teacher as the mediator of the teaching learning process