As redes de forma????o de professores a dist??ncia sob a interpreta????o dos gestores do sistema UAB

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T12:43:07Z No. of bitstreams: 1 DeboraCostaGoncalvesDissertacao2017.pdf: 1884739 bytes, checksum: 36fe15083a562c5c4178940e46a7b0d0 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T12:43:14Z (GMT) No. of bitstreams: 1 DeboraCostaGoncalvesDissertacao2017.pdf: 1884739 bytes, checksum: 36fe15083a562c5c4178940e46a7b0d0 (MD5)Made available in DSpace on 2017-05-24T12:43:14Z (GMT). No. of bitstreams: 1 DeboraCostaGoncalvesDissertacao2017.pdf: 1884739 bytes, checksum: 36fe15083a562c5c4178940e46a7b0d0 (MD5) Previous issue date: 2017-02-17The purpose of this study was to investigate how the interpretation of the policy of distance teacher training of the UAB System and its governance networks occurs in the perspective of the managers who work in the public higher education institutions that are part of the program. It???s a qualitative study inspired by the Policy Cycle method (BOWE; BALL; GOLD, 1992; BALL, 1994). Were used as research techniques: documentary analysis, questionnaire and interviews with UAB managers of the Public Institutions of Higher Education (IPES). The data were analyzed in light of the theory of Content Analysis of Bardin (2011) and discussed in three categories: Interpretation of managers about distance education (EaD) and its governance networks; Institutional impacts of UAB in the practice context in the program participating IPES; and Prospects for distance teacher education policies: beyond UAB. The results showed that the conceptions underlying the UAB managers' training model are in line with the hegemonic proposals of teacher training. There is no perception of the influence of entities of the network of governance as private sector and international organizations. In the institutional practical context, the EAD has promoted a 'differentiation' between professionals and students within IPES. The consolidation of the EAD courses in IPES brings with it the appropriation of new perceptions, values and practices for these entities. There was an obscuring between the frontiers of teacher, tutor and student performances, and the gradual naturalization of the precariousness of teaching work. Regarding the perspectives for training by the UAB, the consolidation of the EAD in the IPES is envisaged. The research concludes that teacher education is immersed in an extremely complex context of political, economic and ideological disputes, and that the expansion of EaD takes place in a scenario where multiple interests compete for a cheap, lightened, massified and privatized formation. Thus, we propose the questioning of the MEC and Capes of intensive use for initial teacher training. More in-depth discussions should integrate the questionings of EaD professionals, so that the modality is not instrumentalized for a mass training process, neotechnicist, mechanism of precarization of teaching work. In addition, we propose extending the autonomy of the IPES with a more strategic position by the federal government.A finalidade deste estudo foi investigar como ocorre a interpreta????o da pol??tica de forma????o de professores a dist??ncia do Sistema UAB e de suas redes de governan??a na perspectiva dos gestores que atuam nas institui????es p??blicas de educa????o superior integrantes do programa. ?? um estudo qualitativo que se inspira no m??todo do Ciclo de Pol??ticas (BOWE; BALL; GOLD,1992; BALL,1994). Como t??cnicas de investiga????o, utilizou-se: an??lise documental, question??rio e entrevistas realizadas com os gestores da UAB de Institui????es P??blicas de Educa????o Superior (IPES). Os dados foram analisados ?? luz da teoria da An??lise do Conte??do de Bardin (2011) e discutidos em tr??s eixos de an??lise: Interpreta????o dos gestores acerca da Educa????o a Dist??ncia (EaD) e suas redes de forma????o docente; Impactos institucionais da UAB no contexto da pr??tica nas IPES participantes do programa; e Perspectivas para as pol??ticas de forma????o docente a dist??ncia: para al??m da UAB. Os resultados apontaram que as concep????es subjacentes ao modelo formativo dos gestores UAB encontram-se alinhadas ??s propostas hegem??nicas de forma????o docente. N??o se observa uma percep????o da influ??ncia de entes da rede de governan??a como setor privado e organismos internacionais. No contexto pr??tico institucional, a EaD tem promovido uma ???diferencia????o??? entre profissionais e alunos no seio das IPES. A consolida????o dos cursos EaD nas IPES traz consigo a apropria????o de novas percep????es, valores e pr??ticas para estas entidades. Verificou-se um obscurecimento entre as fronteiras de atua????es do professor, tutor e aluno, e a gradativa naturaliza????o da precariza????o do trabalho docente. Quanto ??s perspectivas para a forma????o pela UAB, vislumbra-se a consolida????o da EaD nas IPES. A pesquisa conclui que a forma????o docente est?? imersa em um contexto extremamente complexo de disputas pol??ticas, econ??micas e ideol??gicas, e que a expans??o da EaD se d?? em um cen??rio em que m??ltiplos interesses concorrem para uma forma????o barateada, aligeirada, massificada e privatizada. Destarte, propomos o questionamento do MEC e Capes da utiliza????o intensiva da EaD para forma????o inicial de docentes. Discuss??es mais aprofundadas devem integrar os questionamentos dos profissionais EaD, a fim de que a modalidade n??o seja instrumentalizada para um processo formativo massificado, neotecnicista, mecanismo de precariza????o do trabalho docente. Ademais, propomos amplia????o da autonomia das IPES com uma postura mais estrat??gica por parte do governo federal