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Doctoral Thesis
DOI
https://doi.org/10.11606/T.81.2012.tde-25022013-125047
Document
Author
Full name
Daniel Perdigão Nass
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2012
Supervisor
Committee
Menezes, Luis Carlos de (President)
Almeida, Fernando José de
Angotti, Jose Andre Peres
Leal, Sergio Henrique Bezerra de Sousa
Pernambuco, Marta Maria Castanho Almeida
Title in Portuguese
Licenciaturas a distância em física e química no Tocantins: trajetórias, possibilidades e limites
Keywords in Portuguese
Educação a distância
Ensino de ciências
Formação de professores
Abstract in Portuguese
A educação a distância (EaD) tem recebido crescente atenção da comunidade educativa e verbas mais expressivas dos poderes públicos. Em particular, políticas públicas nacionais têm direcionado a educação superior a distância também para a formação inicial e continuada dos professores. Esta pesquisa buscou analisar criticamente aspectos de concepção, elaboração, planejamento, organização, implantação e andamento dos cursos de licenciatura em Física e em Química, na modalidade EaD, no âmbito da Universidade Federal do Tocantins. Iniciou-se e ambientou-se a pesquisa com uma apreciação da problemática da EaD e de aspectos relacionados à formação docente, assim como com um histórico de sua implementação no Brasil. A análise específica foi conduzida de forma comparativa com o processo levado a cabo nos cursos homólogos da Universidade Federal do Rio Grande do Norte, cujos planos pedagógicos e materiais didáticos serviram de modelo na elaboração dos documentos equivalentes dos cursos tocantinenses. A investigação empírica adotou procedimentos de pesquisa-participante e de estudo de caso, analisou fontes documentais e materiais didáticos, realizou entrevistas com professores e dirigentes, assim como discutiu questionários aplicados aos estudantes. Com esses meios, revelaram-se aspectos que permitiram comparar a eficácia pretendida com a alcançada e identificar potencialidades e limitações da formação inicial a distância de professores no Brasil. As conclusões desta pesquisa podem orientar políticas públicas de oferta de educação a distância que visem a mitigar a carência de professores nas áreas científicas ao apontar a necessidade de dar estabilidade a programas como o Sistema Universidade Aberta do Brasil. Para isto, é indispensável garantir recursos humanos e materiais, obter sinergia entre níveis de governo e universidades e assegurar sintonia entre o projeto pedagógico e o professor que se busca formar.
Title in English
Teacher education by distance in Physics and Chemistry in Tocantins, Brazil: pathways, possibilities and limits
Keywords in English
Distance education
Science education
Teacher education
Abstract in English
Distance education has received increasing attention from the educational community, more significant public funding. National public policies seem to embrace tertiary distance education also for the initial teacher training and continuing and professional development. This research sought to critically analyze aspects of design, development, planning, organization, deployment and working of undergraduate distance learning courses in physics and chemistry at the Federal University of Tocantins. This research started up with a broad assessment of the problem of distance education and issues related to teacher training, as well as a history of its implementation in Brazil. A specific analysis was managed in a comparative way with the process conducted in counterpart courses at the Federal University of Rio Grande do Norte, whose pedagogical plans and teaching resources served as a model to the equivalent documents of the courses of Tocantins. The empirical investigation adopted participatory research and case study procedures, analyzed official documents and teaching resources, conducted interviews with teachers and leaders, and discussed surveys applied to students. With these methods, this research aimed to show aspects that allow comparing the desired effectiveness with the achieved ones, besides identifying possibilities and limitations of the distance training of teachers in Brazil. The conclusions of this research can be helpful to guide distance education public policies to mitigate the lack of teachers for the scientific areas, by pointing out the need of institutional stability to programs like the Universidade Aberta do Brasil (Open University of Brazil). In order to achieve this, it is essential to assure human and material resources, to reach synergy between government levels and universities, and to ensure convergence between pedagogical project and the teacher wanted to be formed.
 
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Publishing Date
2013-04-01
 
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