Evasão na educação a distância: pontos e contrapontos à problematica

Abstract

The present study, developed by the Center for Studies on Technology in Education (NETE / CNPq), of the Post-Graduation Program in Education at La Salle University, will address the issue of avoidance, based on the mapping of the causes of dropout in education to distance. The research presents the indexes and data provided by the National Institute of Educational Studies and Research Anísio Teixeira, in relation to the percentage of enrollments and graduates in face-to-face higher education and distance in the baccalaureate, undergraduate and technological modalities, from the public and private sphere, in the year of 2015, in order to understand the current causes of evasion in ED. Although there are many studies and refined discourses on the causes of evasion and normatively ordered (dis) continuities, we perceive a distancing by training institutions from the problems of avoidance, which leads to a decrease or lack of responsibility, given the trend in assigning its causes to the psychological dimensions of the student or the (in) communicability between teachers, tutors and students. In the attempt to evaluate these issues related to ED, the problem of work has the following guiding question: What are the perspectives presented in the thesis and dissertation banks on the problem of avoidance of students of the EaD courses and what are the alternatives to minimize such phenomena? It is a mapping, in the Brazilian Digital Library of Theses and Dissertations (BDTD), of theses and dissertations that contemplate the descriptors Evasion EaD, considering the period from 2007 to 2017. On this subject, we obtained seventy-two results, of which sixty-eight papers were part of the investigative corpus of data production. Based on a hermeneutical approach, it was possible to understand the current texts and conceptions about evasion, not escaping the creative discussion, in an attempt to (re) know the different perspectives of analysis on the problem, from realities and human, technical, political, scientific, social and professional. As a theoretical basis for the research, we use Vargas (2007), Santos (2008), Moran (2000), Freire (1996), Castells (2016), among others, addressing the issue of evasion in dialogues with the EaD. It is understood that, although EaD is evaluated as a management model that is conducive to current reality, it is strongly influenced by market demands and interests, which requires constant reassessment of an effective process of (re) construction of knowledge and methodologies that can also contribute to the reduction of avoidance driven by the tensions between this mode of teaching and the administered world. Finally, the dissertation contributes to discussions in the area of EaD, to promote and reflect on dialogues about its own fundamentals, as well as to design actions that collaborate in the formation and qualification of distance education.