Educação a distância como política pública educacional para a formação de professores e professoras no período de 2009 a 2019, no estado do Pará

Abstract

This research aims to identify and analyze the educational public policies of distance education developed in the state of Pará and their effectiveness regarding the process of teacher training and teacher of basic education, from 2009 to 2019. Specific are: to investigate the impacts of distance education educational public policies in the state school system of Pará (Seduc-PA), referring to the number of courses offered, number of teachers attended; Identify and understand the number, nature and sphere of the course of the teachers from competitions C-154, C-167, C-173 who held the distance education courses in the state of Pará; Build and analyze the indicators of effectiveness (offering, enrollment and graduates of distance learning courses) that were produced by public policies of distance education, considering that they primarily attended the teachers who work in public education in the public network in Basic Education of the State of Pará. The bibliographic survey conducted was the purpose of the formation of the theoretical-conceptual basis, in which some authors are identified, among which Bonetti (2011), Belloni (2015), Arruda and Arruda (2015), Mill (2016), Saviani are identified. (2009), Gatti (2016) and Tanuri (2000). Regarding the methodology, this research follows a qualitative, case study type, planned to be developed in three stages of procedures used for data collection: bibliographic survey, quantitative statistical survey and empirical data collection through quiz. Research data show that, in the state of Pará, in 2009, there was 172,696 of enrollment in the public sphere and 665,429, in the private sphere, and, in 2019, there were 157,657 enrollment performed at the public sphere and 2,292,607, in the private sphere, the which indicates strong growth in the private sector and stagnation in the public sector. The results make it possible to understand, therefore, that of the 53 teachers who answered the questionnaires, 41 teachers did not undergo a distance learning degree (77.36%) and 12 in the distance mode (22.64%), of these 58, 33% took their courses in the public sphere. It is concluded that there is a great difficulty in the process of seeking the effectiveness of public policies of distance education for the training of teacher in the state of Pará, considering the difficulty of democratization of access to public higher education, restricted by the bias of expansion private.

This research aims to identify and analyze the educational public policies of distance education developed in the state of Pará and their effectiveness regarding the process of teacher training and teacher of basic education, from 2009 to 2019. Specific are: to investigate the impacts of distance education educational public policies in the state school system of Pará (Seduc-PA), referring to the number of courses offered, number of teachers attended; Identify and understand the number, nature and sphere of the course of the teachers from competitions C-154, C-167, C-173 who held the distance education courses in the state of Pará; Build and analyze the indicators of effectiveness (offering, enrollment and graduates of distance learning courses) that were produced by public policies of distance education, considering that they primarily attended the teachers who work in public education in the public network in Basic Education of the State of Pará. The bibliographic survey conducted was the purpose of the formation of the theoretical-conceptual basis, in which some authors are identified, among which Bonetti (2011), Belloni (2015), Arruda and Arruda (2015), Mill (2016), Saviani are identified. (2009), Gatti (2016) and Tanuri (2000). Regarding the methodology, this research follows a qualitative, case study type, planned to be developed in three stages of procedures used for data collection: bibliographic survey, quantitative statistical survey and empirical data collection through quiz. Research data show that, in the state of Pará, in 2009, there was 172,696 of enrollment in the public sphere and 665,429, in the private sphere, and, in 2019, there were 157,657 enrollment performed at the public sphere and 2,292,607, in the private sphere, the which indicates strong growth in the private sector and stagnation in the public sector. The results make it possible to understand, therefore, that of the 53 teachers who answered the questionnaires, 41 teachers did not undergo a distance learning degree (77.36%) and 12 in the distance mode (22.64%), of these 58, 33% took their courses in the public sphere. It is concluded that there is a great difficulty in the process of seeking the effectiveness of public policies of distance education for the training of teacher in the state of Pará, considering the difficulty of democratization of access to public higher education, restricted by the bias of expansion private.