Abstract:

The objective of this text is to present the forms of institutionalization of Distance Education (EaD) at a public university in Brazil, the Minas Gerais State University. As a research methodology, we present institutional documents, an analysis of the Virtual Learning Environment, along with an experience report from a manager at the institution. The data were analyzed using a qualitative approach. Through this study, it is possible to understand that the institutionalization of EaD has already occurred. The institution began its EaD activities through a project coordinated by the Emerging Research Group (GEPE) in the 1990s, which provided public school teachers from some municipalities in the Metropolitan Region of Belo Horizonte with opportunities for in-service training and knowledge updating in various disciplines. As part of the institutional journey in EaD, in 1997, the Distance Education Center (NEAD) was created through Resolution No. 05/97 of the UEMG University Council. In 2000, the UEMG signed the Letter of Intent – Adhesion Agreement, which established the Public Virtual University of Brazil – UNIREDE. In 2002, under a partnership between the State Secretariat of Education of Minas Gerais (SEEMG) and the Faculty of Education (FaE), the Veredas Project was launched, offering a higher education course for Teacher Training in the early grades of Elementary Education, aimed at qualifying permanent teachers in the Minas Gerais public network. In 2009, the university joined the National Program for Teacher Training in Basic Education. Through this agreement, the UEMG became part of the national policy for offering undergraduate courses in the EaD modality. This adhesion also integrated the university into the Open University of Brazil (UAB) system. To strengthen EaD actions, in 2011, Decree No. 45,837/2011 was published, establishing the Distance Education Coordination linked to the Dean’s Office of Undergraduate Studies. In 2015, the university’s dean offices for undergraduate, extension, research, and graduate studies organized actions to serve the entire university in the subject of EaD. This marked the beginning of the process to offer distance learning courses in the curriculum of on-site programs, within the limits prescribed by Brazilian legislation. Virtual courses were offered by the institution’s own teachers, within their teaching workload. The professor directly supervised a maximum of 40 students, just as in a traditional on-site course. In these courses, the instructor is responsible for the development of the curricular content. It is important to mention that these courses follow the same parameters as on-site courses regarding the maximum number of students per class and the same teaching workload. In this model, due to the reduced number of students, there is no need for a tutor, as the professor, who is a specialist in the field with adequate training and experience, will closely monitor each student’s progress in the course. This ensures the quality of education. Tutoring is justified when the professor has many students and cannot supervise each one closely. Currently, the enrollment system, the electronic attendance book, and the Virtual Learning Environment are interconnected, which is another example of the institutionalization of this education modality.

Keywords:

Teacher Training, in-service training, tutoring.