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Abstract(s)
A modalidade da educação a distância possui uma trajetória de
transformações ao longo dos tempos, sempre aliada ao desenvolvimento de
tecnologias de comunicação. No Brasil, essa modalidade ganhou expressão na
última década, através da criação da Rede Etec Brasil, pelo governo federal,
conforme Decreto no7.589 de 2011, que objetivava ampliar o acesso à
educação, além de buscar a interiorização das políticas de ensino. Assim, o
IFFar- Campus Panambi, implantou cursos à distância, a partir do ano de 2011
em parceria com a Rede Etec e munícipios. Foram anos de grandes
investimentos, porém, verificou-se que muitos alunos evadiram dos cursos à
distância no período de 2015 a 2017, chegando-se a uma evasão superior a
30%. Portanto, os objetivos dessa investigação estão relacionados em levantar
os motivos que levam os alunos a evadir, bem como a permanecer nos cursos.
A metodologia, de caráter qualitativo, consubstanciou-se na realização de um
estudo de caso, tendo-se recorrido a um conjunto diversificado de técnicas de
investigação como: entrevista, inquérito por questionário, observação não
participante e análise documental. Com a análise e discussão dos resultados foi
possível desenvolver uma reflexão, teoricamente orientada e empiricamente
fundamentada, em torno de processos centrais de educação à distância como:
representações dos alunos face às infraestruturas dos polos de educação,
currículo, pessoas e tecnologias digitais. A investigação também proporcionou
reflexões quanto à autonomia dos alunos no processo de ensinoaprendizagem,
bem como sobre os desafios do ensino à distância,
nomeadamente, em termos de adaptação dos alunos, mesmo num quadro de
disponibilização de recursos digitais.
The modality of distance education has a trajectory of transformations throughout the times, it is always associated with communication development technologies. In Brazil, this modality gained expression in the last decade, through the creation of the Etec Brazil Network by the federal government, according to Decree 7,589 of 2011, which aimed to broaden access to education, as well as to seek to internalize education policies. Thus, IFFar- Campus Panambi, implemented distance courses from the year 2011 in partnership with the Etec Network and municipalities. These were years of major investments, but it was found that many students escaped from distance learning courses from 2015 to 2017, with evasion exceeding 30%. Therefore the objectives of this research are related in raising the motives that lead students to evade, such as staying in courses. The qualitative methodology was based on a case study, with a diversified set of research techniques such as interview, questionnaire survey, non-participant observation and documentary analysis. With the analysis and discussion of the results, it was possible to develop a theoretically oriented and empirically based reflection around central processes of distance education as: representations of the students facing the infrastructures of the buildings, syllabus, people and digital technologies. The research also provided reflections on student autonomy in the teachinglearning process, as well as on the challenges of distance learning, particularly in terms of student adaptation, even within a framework of digital resources availability.
The modality of distance education has a trajectory of transformations throughout the times, it is always associated with communication development technologies. In Brazil, this modality gained expression in the last decade, through the creation of the Etec Brazil Network by the federal government, according to Decree 7,589 of 2011, which aimed to broaden access to education, as well as to seek to internalize education policies. Thus, IFFar- Campus Panambi, implemented distance courses from the year 2011 in partnership with the Etec Network and municipalities. These were years of major investments, but it was found that many students escaped from distance learning courses from 2015 to 2017, with evasion exceeding 30%. Therefore the objectives of this research are related in raising the motives that lead students to evade, such as staying in courses. The qualitative methodology was based on a case study, with a diversified set of research techniques such as interview, questionnaire survey, non-participant observation and documentary analysis. With the analysis and discussion of the results, it was possible to develop a theoretically oriented and empirically based reflection around central processes of distance education as: representations of the students facing the infrastructures of the buildings, syllabus, people and digital technologies. The research also provided reflections on student autonomy in the teachinglearning process, as well as on the challenges of distance learning, particularly in terms of student adaptation, even within a framework of digital resources availability.
Description
Keywords
Educação a distância Tecnologias Evasão Aprendizagem Distance education Technologies Evasion Learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação