Qualidade da formação inicial do pedagogo a distância: convergências, divergências e relações de poder

Abstract

This thesis investigates the quality of Pedagogy programs offered through distance education (EaD), based on the following questions: how are the conceptions and practices of quality in the initial training of pedagogues constituted, tensioned, and manifested? Furthermore, under what conditions does this training ensure or compromise socially-referenced critical quality? It starts from the premise that both education and distance learning are fields marked by power struggles and distinct interests, analyzed through the lens of historical-dialectical materialism. The research adopted a mixed-methods approach, articulating bibliographic and documentary review, fieldwork, the application of questionnaires, and the analysis of institutional data from Inep/Sinaes, specifically the CPC and Enade indicators for the 2014, 2017, and 2021 cycles of distance Pedagogy courses. Data triangulation revealed significant challenges to the consolidation of distance education committed to critical and socially engaged training, evidencing that the current landscape is heavily shaped by regulatory policies aligned with the neoliberal and mercantile logic of education. The results reinforce the thesis that the quality of teacher training cannot be reduced to official indicators or standardized assessments. On the contrary, it must be understood as a quality of an axiological nature, anchored in ethical, political, and pedagogical foundations. It concludes that the precarization of Pedagogy training in distance education is not essentially related to the modality itself, but to how it has been instrumentalized by a commodified and poorly regulated logic that subordinates the educational process to the interests of capital, emptying its social commitment.