A expansão do ensino superior no Brasil através da EAD : um estudo dos diplomados no município de Aporá - BA
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2021
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A Instituição Escolar, como revelam investigações de autores, reproduz as desigualdades
sociais e foi construída a partir de um modelo escolar de cultura letrada que leva a resultados
que justificam novas desigualdades, ou seja, a uma inclusão excludente. Ao longo do tempo,
principalmente com a transformação econômica, as escolas tiveram de se abrir para todos.
Não havendo alternativa, o acesso à escola foi estimulado pelas políticas públicas, mesmo
porque, na contemporaneidade, a própria lei reconhece a democratização do ensino como
parte da justiça social. No entanto, o indivíduo ao concluir a formação, na maioria das vezes,
não consegue corresponder ao conhecimento para o nível adquirido, assim tipificando a
inclusão excludente. A partir dos anos 90, o ensino superior sofre uma forte expansão, tendo
na modalidade a distância um dos principais veículos utilizados pelo governo no alongamento
das matrículas no ensino superior. Neste sentido, visou-se, nesta tese, analisar a expansão dos
cursos superiores, no Brasil, através da EaD, investigando seus efeitos junto aos diplomados
de Aporá - BA. A metodologia utilizada teve caráter qualitativo, com desenvolvimento da
pesquisa de campo e utilização da entrevista enquanto instrumento para coleta de dados, estes
utilizados no confronto do teórico com o empírico. A pesquisa revelou que os diplomados na
EaD do polo de Aporá - BA adquiriram conhecimentos frágeis e não os deixaram aptos para o
exercício profissional, ou seja, fazem parte do grupo da inclusão excludente
The School Institution, as revealed by investigations by authors, reproduces social inequalities and was built from a school model of literate culture that leads to results that justify new inequalities, that is, exclusionary inclusion. Over time, especially with the economic transformation, schools have had to open up to everyone. There being no alternative, access to school was stimulated by public policies, even because, in contemporary times, the law itself recognizes the democratization of education as part of social justice. However, the individual when completing the training, most of the time, is unable to match the knowledge to the acquired level, thus typifying exclusionary inclusion. Since the 1990s, higher education has undergone a strong expansion, with distance learning being one of the main vehicles used by the government to extend enrollments in higher education. In this sense, the aim was, in this thesis, to analyze the expansion of higher education courses in Brazil, through EaD, investigating its effects with the graduates of Aporá - BA. The methodology used was qualitative, with the development of field research and the use of the interview as an instrument for data collection, these used in the confrontation of the theoretical with the empirical. The research revealed that graduates in distance education at the Aporá - BA center acquired fragile knowledge and were not fit for professional practice, that is, they are part of the exclusionary inclusion group.
The School Institution, as revealed by investigations by authors, reproduces social inequalities and was built from a school model of literate culture that leads to results that justify new inequalities, that is, exclusionary inclusion. Over time, especially with the economic transformation, schools have had to open up to everyone. There being no alternative, access to school was stimulated by public policies, even because, in contemporary times, the law itself recognizes the democratization of education as part of social justice. However, the individual when completing the training, most of the time, is unable to match the knowledge to the acquired level, thus typifying exclusionary inclusion. Since the 1990s, higher education has undergone a strong expansion, with distance learning being one of the main vehicles used by the government to extend enrollments in higher education. In this sense, the aim was, in this thesis, to analyze the expansion of higher education courses in Brazil, through EaD, investigating its effects with the graduates of Aporá - BA. The methodology used was qualitative, with the development of field research and the use of the interview as an instrument for data collection, these used in the confrontation of the theoretical with the empirical. The research revealed that graduates in distance education at the Aporá - BA center acquired fragile knowledge and were not fit for professional practice, that is, they are part of the exclusionary inclusion group.
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Orientação: Ana Maria Benavente da Silva Nunes
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ENSINO SUPERIOR, ENSINO À DISTÂNCIA, INCLUSÃO SOCIAL, DEMOCRATIZAÇÃO, JUSTIÇA SOCIAL, ESTUDOS DE CASO, BRASIL, EDUCATION, HIGHER EDUCATION, DISTANCE LEARNING, SOCIAL INCLUSION, DEMOCRATIZATION, SOCIAL JUSTICE, CASE STUDIES, BRAZIL