DIGITALWHAT ARE THE PRESENCE POLES OF BRAZILIAN OPEN UNIVERSITY SYSTEM?
1 Fluminense Federal University (BRAZIL)
2 University of São Paulo, Faculty of Education (BRAZIL)
3 University of Campinas, Núcleo de Informática Aplicada à Educação (BRAZIL)
4 Fluminense Federal University, Laboratório de Novas Tecnologias de Ensino (BRAZIL)
2 University of São Paulo, Faculty of Education (BRAZIL)
3 University of Campinas, Núcleo de Informática Aplicada à Educação (BRAZIL)
4 Fluminense Federal University, Laboratório de Novas Tecnologias de Ensino (BRAZIL)
About this paper:
Appears in: EDULEARN12 Proceedings
Publication year: 2012
Pages: 5557-5565
ISBN: 978-84-695-3491-5
ISSN: 2340-1117
Publication year: 2012
Pages: 5557-5565
ISBN: 978-84-695-3491-5
ISSN: 2340-1117
Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain
Dates: 2-4 July, 2012
Location: Barcelona, Spain
Abstract:
Like education, technology is a cornerstone of contemporary society. There is no news, so to say that technology and education go together on the agenda of governments like Brazil. A special moment of confluence this discussion occurred with the enactment of the Guidelines and Bases of Education in 1996, when he recognized the importance of distance education in Brazil and set up some parameters for regulatory actions in this area. Driven by the legal framework, distance education - representing a synergy between technology and education - was among the most common outlet for the qualification of teachers in our country of continental dimensions, where there is a strong concentration of population and educational opportunities in the metropolitan areas.Thus, between 1995 and 2002, important distance education programs were implemented in Brazil. In December 2005, was launched the Open University of Brazil (UAB), in a network system that links public institutions of higher education, municipalities and states to expand and internalization of offering higher education courses in the distance. Born as a program of the Department of Distance Education (SEED / MEC), currently the UAB system is integrated in the institutional structure of the Coordination of Improvement of Higher Education Personnel (CAPES) and corresponds to the main action of the Directorate of Distance Education (DED). The distinctive feature of the UAB system is that the system is predominantly a public policy of promoting higher education of national character, yet flexible to the diversity of the country.
In this study, we present the contribution and challenges of the Directorate of Distance Education System in the management of UAB between 2005 and 2010. We leave a brief discussion of distance education in Brazil, pointing out some of the reasons for their inclusion in the national framework and its legal consolidation. Will be also addressed the benefits and weaknesses of this system in the face of the National Teacher Training and fostering postgraduate provided by this system.