O curso de Pedagogia a distância da UFRN (2012-2016) na perspectiva dos egressos, professores e tutores

Abstract

This work analyzes theoretical and methodological aspects of the formation of the Pedagogy distance course of the Federal University of Rio Grande do Norte in the period from 2012 to 2016. It is argued that the issue of the use of distance education in teacher training has been increasingly adopted as the higher education expansion strategy. Therefore, it is necessary to study the contradictions that exist within an academic process, since there are positive and contrary positions to the theme of the initial formation of teachers by the modality of distance mode. Thus, has as main objective to analyze the evaluative perspectives of teachers and graduates of Pedagogy distance course of the Federal University of Rio Grande do Norte, from 2012 to 2016. As specific objectives, it is pointed out: to analyze the distance modality as expansion strategy of higher education, specifically in teacher training for basic education; examine how the Pedagogy distance course is offered by UFRN considering historical and legal aspects of deployment and implementation; and investigate what implications the UFRN Pedagogy distance course has brought to the expansion of higher education in the State of Rio Grande do Norte (RN). The methodological approach followed considered historical aspects understood from the inside out of a specific context. The course coordination team, teachers, distance tutors and graduates who contributed to the development of this research, responding to interviews and questionnaires, are considered subjects of the research. The interviews and questionnaires include: an evaluation of UFRN Pedagogy distance course (2012-2016), with analysis of documents as the Curriculum Guidelines for the Education Course, the resolution establishing the implementation of the course and its political-pedagogical project; subjects interaction in the training process and the platform that enables access of the contents; teaching materials and methodologies used by teachers and other aspects. The analysis reveals that the subjects who participated in the development of this research believe that distance education is a path without return, which came not to supply higher education face-to-face, but to democratize access to this educational level. It is a modality that requires a time management by the student, giving this one developing their autonomy. The study showed that the research subjects understand that distance education is a possibility of higher education and UFRN Pedagogy distance course has an adequate training, presenting resources for the development and conclusion of student training. However, it should be emphasized that the course needs to improve in aspects such as interaction in the teaching-learning process of the subjects, the rotation of distance tutors and a greater introduction of students into scientific research.