Um olhar para as estudantes mulheres do curso de pedagogia a distância da UFRGS

Abstract

This research investigated the process of teacher training in service, inserted in distance education (PEAD) in the context of the federal public university, in the sense of defending and valuing this educational policy as a way to expand the process of democratization access to higher education. The project powered by Brazilian government , Pró-Licenciatura, that was developed in the system of the Open University of Brazil, contributed to the expansion of access to this level of educational training - higher level - for teachers in service. Consequently, it modified the practice of these teachers, regarding the mastery and use of new information and communication technologies in their pedagogical practice in a certain degree, even though they have found difficulties during their studies. The research is exploratory and used the mixed methodological approach of qualitative and quantitative analysis, supported by investigative instruments: diary, questionnaire and interview. Mixed methodology of analysis, as Johnson and Onwuegbuzie (2004) and Tashakkori and Teddlie (2009) are mixed methodologies that allow a complementary analysis of the data; the quantitative data are qualitatively qualified. The research subjects was composed by students of the Pedagogy course, in the Distance Education modality (EAD), offered by the Pró-Licenciatura, linked to UFRGS, which are with the course in progress, with completion expected for the year of 2019. The study showed that the greatest difficulty for PEAD students is related to the time required to perform all the tasks that they are responsible for household tasks, child care, school work and presence in face-to-face meetings. But they resist the difficulties, because the desire to complete and obtain the degree of graduation in pedagogy is very representative for them, especially for the possibility of mobility in the world of work. The aim of this research is the visibility of policies aimed at the training of teachers in service, but mainly for the valorization of policies that democratize access to free quality public education.