Cursos presenciais e carga horária a distância em seus currículos: o papel do estado, a trajetória da política e as implicações no IF Goiano
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Universidade Federal de Goiás
The Instituto Federal de Educação, Ciência e Tecnologia Goiano (IF Goiano) has been operating since 2015 in offering distance education face-to-face courses, and in 2019 about 80% of them already had this offer. The practice is regulated through ordinances of the Ministry of Education (MEC), the first of which was published in 2001, and the most recent, in 2019. The present study has as its object of investigation the analysis of the policy that regulates cargo supply distance learning in face-to-face courses, considering the IF Goiano case as a research strategy. The general objective is to understand and contextualize the public policy that regulates the insertion of the distance education in face-to-face courses in Brazil, with special analysis of its implementation in the IF Goiano, to identify the implications of the construction policy in a public institution of education. The research, with a qualitative approach, is based on historical-dialectical materialism. Bibliographic and documentary, the research used the categories work, social relations of production, technology, economic and technological dependence, for the critical and contextualized analysis of the elaboration process of the instruments that regulate the supply of distance education in the face to-face courses, and the implications of this regulatory construction in the institutional policy of IF Goiano. With the results of the investigation in mind, the research brings as main findings the influence that private institutions assume in the regulation of this offer and the tendency for flexibility and deregulation of monitoring and evaluation processes from 2016 onwards. This concept of regulation consolidates the offer of distance education in-classroom courses as a mercantilist strategy for use of distance education, extended to all higher education, regardless of the modality. Concerning the institutional policies of IF Goiano, this absence of guidelines related to the organization of the educational process and the erasure of the evaluation and monitoring actions of this offer in the face-to-face courses in macro policy also have an impact on the institution's actions, which are currently found in the stage of encouraging the use of distance education, without effective monitoring and definition of training actions for the academic community.
RODRIGUES, M. C. N. Cursos presenciais e carga horária a distância em seus currículos: o papel do estado, a trajetória da política e as implicações no IF Goiano. 2021. 251 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2021.