F. Pimentel, F. Mascarenhas

Universidade de Brasília (BRAZIL)
We live in rapidly changing times, caused by the frequent use of technological resources in our day-to-day. In order to assimilate the changes of his time, education tends to be transformed to reflect the new perspectives that shape the current scenario. Thus, distance education, for its flexible character has been steadily gaining ground in the Brazilian scenario, however hegemonically the private market. Thus, the Brazilian government adopted a policy called System Open University of Brazil to offer courses and programs in higher distance education in partnership with the Public Universities, or through partnerships with municipalities and states of the Federation, as a policy of expansion public higher education. Thus, the upper Physical Education enters this mode of teaching, mainly through the public policy of the System Open University of Brazil and thus the object of this research is to investigate the scenario courses distance of Physical Education in the context of the System Open University of Brazil since its first offering in 2007. It is understood that it is necessary to map and understand this scenario given that this expansion is part of the process of changes in the socioeconomic scenario from the 90's with the expansion of higher education, flexibility and diversification of higher education institutions, the curriculum, adaptation to changes in the world of work, and course offering a new methodology and mode of teaching to meet the new market demands. We performed a literature search for theoretical content analysis from theoretical constructs about the implementation of the policy of the Open University of Brazil, and documentary research which we analyze the problem from the perspective of analysis Boschetti (2006), and as established sources: Portal e-MEC; Portal UAB; Synopsis of Higher Education Census 2011, and Political Pedagogical Project of Physical Education courses offered by the Open University System of Brazil. The results were mapped 29 Physical Education courses at a distance. Of this total, 24 courses are by public institutions through the system UAB and 5 courses for private institutions. However, the number of poles and enrollment in distance learning courses in Physical Education Institutions of private higher education is greater than the public institutions. This scenario is analyzed by authors such as Baker (2008), Giolo (2008) and Sousa (2007) as an indication of the precariousness of higher education and teaching, and the cheapening from education models adopted to cover a greater amount students. Another important fact is that only a public institution offered more than one class through the system UAB, which shows a lack of interest from other public institutions in the continuity of courses in Physical Education distance. Thus it is necessary qualitative monitoring and evaluation of the courses, due to expansion and specificity of modality. It is understood that the academic production on this formation is still new and therefore it is necessary detailed studies on the process of teaching and learning and continuity of these courses.