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A evasão nos cursos de aperfeiçoamento para professores na modalidade de educação à distância
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Resumo(s)
Este trabalho analisa uma modalidade educacional em crescimento no Brasil e no exterior, os
cursos livres desenvolvidos a distância. Particularmente, a pesquisa se detém em uma de suas
categorias, os cursos de aperfeiçoamento de professores. Nessas formações a distância, além
do observável aumento de matrículas, evidencia-se também a recorrência de um fenômeno –
a evasão. Apesar deste fenômeno ser objeto de estudo de diversos trabalhos acadêmicos, a
maioria tem vindo a considerar as representações dos próprios alunos, priorizando a análise
das motivações relacionadas a fatores exógenos. Ademais, a maior parte dos estudos, bem
como a maioria dos referenciais de qualidade da educação superior a distância, focam-se nos
cursos de graduação. Assim, esta pesquisa tem por objetivo deslindar as causas associadas a
fatores endógenos que poderão ajudar a compreender o elevado índice de evasão de um curso
ministrado a distância, bem como as possíveis soluções para minorar este fenômeno,
considerando as opiniões e percepções dos profissionais envolvidos na concepção,
desenvolvimento e avaliação do curso em apreço, da sua equipe pedagógica. A fim de atingir
esse objetivo, assumiu-se uma abordagem marcadamente qualitativa e recorreu-se ao estudo
de caso como estratégia de pesquisa. Com esta orientação, o processo de coleta e análise de
dados centrou-se no contexto de um curso de aperfeiçoamento de professores a distância da
cidade do Rio de Janeiro no Brasil. Partindo de uma revisão de literatura sobre os temas em
apreço, procedeu-se ao desenvolvimento e aplicação de inquéritos por entrevistas com
mediadores pedagógicos, coordenadoras pedagógicas e coordenadora de tutoria do curso em
questão. Os dados coletados foram submetidos aos procedimentos da técnica de análise de
conteúdo realizada por meio do software NVivo. Os resultados evidenciaram que a evasão
em estudo se relaciona, majoritariamente, com a organização didático-pedagógica ou com o
design do curso, em razão das principais condições que interferem na permanência dos
estudantes estarem relacionadas às questões de natureza curricular e pedagógica, às
circunstâncias de trabalho da equipe do curso e ao contexto de entrada dos cursistas. À vista
disso, as conclusões da pesquisa salientam que a maioria dos fatores críticos de sucesso do
curso podem ser aprimorados por meio de estratégias que melhorem o desenho e o
desenvolvimento da formação.
This work analyzes an educational modality that is growing in Brazil and abroad, the free courses developed at a distance, particularly the research focuses on one of its categories, the teacher improvement courses. In these distance training courses, in addition to the observable increase in enrollments, there is also evidence of the recurrence of a phenomenon – dropout. Although this phenomenon is the object of study of several academic works, most of them have been considering the representations of the students themselves, prioritizing the analysis of motivations related to exogenous factors. Furthermore, most studies, as well as most quality references in distance higher education, focus on undergraduate courses. Thus, this research aims to unravel the causes associated with endogenous factors that may help to understand the high dropout rate of a course taught at a distance, as well as possible solutions to alleviate this phenomenon, considering the opinions and perceptions of professionals involved in the design, development and evaluation of the course in question, its pedagogical team. In order to achieve this objective, a markedly qualitative approach was taken and the case study was used as a research strategy. With this guidance, the data collection and analysis process was centered in the context of a distance learning course for teachers in the city of Rio de Janeiro in Brazil. Starting from a literature review on the topics in question, surveys were developed and applied through interviews with pedagogical mediators, pedagogical coordinators and tutoring coordinator of the course in question. The collected data were submitted to the procedures of the content analysis technique performed using the NVivo software. The results showed that the dropout under study is mainly related to the didactic-pedagogical organization or to the course design, due to the conditions that interfere with the permanence of students, such as: curricular and pedagogical nature, work and entry of course participants can be remedied through strategies that improve the design and development of training.
This work analyzes an educational modality that is growing in Brazil and abroad, the free courses developed at a distance, particularly the research focuses on one of its categories, the teacher improvement courses. In these distance training courses, in addition to the observable increase in enrollments, there is also evidence of the recurrence of a phenomenon – dropout. Although this phenomenon is the object of study of several academic works, most of them have been considering the representations of the students themselves, prioritizing the analysis of motivations related to exogenous factors. Furthermore, most studies, as well as most quality references in distance higher education, focus on undergraduate courses. Thus, this research aims to unravel the causes associated with endogenous factors that may help to understand the high dropout rate of a course taught at a distance, as well as possible solutions to alleviate this phenomenon, considering the opinions and perceptions of professionals involved in the design, development and evaluation of the course in question, its pedagogical team. In order to achieve this objective, a markedly qualitative approach was taken and the case study was used as a research strategy. With this guidance, the data collection and analysis process was centered in the context of a distance learning course for teachers in the city of Rio de Janeiro in Brazil. Starting from a literature review on the topics in question, surveys were developed and applied through interviews with pedagogical mediators, pedagogical coordinators and tutoring coordinator of the course in question. The collected data were submitted to the procedures of the content analysis technique performed using the NVivo software. The results showed that the dropout under study is mainly related to the didactic-pedagogical organization or to the course design, due to the conditions that interfere with the permanence of students, such as: curricular and pedagogical nature, work and entry of course participants can be remedied through strategies that improve the design and development of training.
Descrição
Dissertação de mestrado, Educação (Área de Especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Professor-aluno Educação à distância Cursos de aperfeiçoamento Dissertações de mestrado - 2022