| dc.description.abstract | This thesis, entitled “From Distance Education to Education without Distance: the problem of abandonment in distance pedagogy courses”, is situated in the lines of study of Education, Development and Technologies. In this context, the purpose of the thesis is to understand the main factors that contribute to abandonment at the distance pedagogy course of a public university in Santa Catarina state and to understand the elements that can help minimize abandonment. The main theoretical principles used are those of Castells (1999), Lévy (1998), Piaget (1996), Freire (1998), Pinto (2005), Moore and Kearsley (2007), Almeida (2012), Tori (2010) Schlemmer (2012) and others. The study is qualitative, with an exploratory and descriptive approach, and used case study methodology (examining the distance Pedagogy Course offered by the Santa Catarina school). The data collection techniques included discursive textual analysis, according to Moraes (2003). The study found that the main factors that contribute to the evasion of the public distance pedagogy course are: difficulties in conciliating studies with work and family and a lack of time. Personal reasons are the second cause most indicated by the subjects. They include problems of work and family, such child care, given that the majority are married women. Other factors that appear to contribute to abandonment include the advanced age at which they begin the course, a lack of familiarity with the technology and a lack of time, which is indicated as the second most probable cause of abandonment and dropping out. The students’ responses indicate that to have the security needed to remain in a distance course they need help to confront these difficulties. The study found that the general environment, familiarity with the spaces and planning of the time that must be dedicated to the course are challenges that the institution could help to prepare them with at the beginning of the study process, so that the students feel motivated towards their education. It is necessary to consider the methodologies and practices that are established through the interactions, the dialog and the encounters between the subjects that participate in the process, from the perspective of pedagogical mediation and multiple pedagogical intermediation. It is essential that administrators listen to students during the course, given that the relationship between study and work and the lack of time considering family and personal problems are the most evident causes of abandonment. It was found that the factors related to continuation in the course include having goals, and working to achieve these life goals despite difficulties. The educational proposals that the institution offers must be analyzed and improved to lower the rate of abandonment, because there is evidence that the institution does not have well-developed educational plans or those for accompanying students and retaining those who stop participating. | en |
