Gestão acadêmica na Educação a Distância: uma análise dos indicadores discentes sobre a qualidade do Curso de Pedagogia EaD da UFBA

Abstract

This academic work, entitled Academic Management in Distance Education: An Analysis of Student Indicators on the Quality of the Distance Education Pedagogy Course at UFBA, aimed to understand how student indicators, based on a data collection instrument, contribute to the quality of Academic Management in a distance education undergraduate course. Therefore, a documentary research investigation was conducted, using a qualitative approach and method, and the chosen method was exploratory and descriptive. This proposal is based on the information and responses collected and recorded in the data collection instrument found in the Virtual Learning Environment (VLE) of the UFBA distance education pedagogy course. After studying the responses, descriptive, informational, and systematized narratives were produced, elaborated through investigations and relationships with the documents formulated and presented by the Academic Management of this same Pedagogy Course. The subjects involved in this research were students enrolled in the distance learning pedagogy course at UFBA (Federal University of Bahia) during the period from 2017 to 2021. Finally, corroborating the theoretical frameworks that address Distance Education and Academic Management from a Quality Perspective, they were guided by the concepts and reflections of Edméia Santos, Marco Silva, and Robson Santos da Silva. Regarding the Initial Teacher Training in Distance Education, the considerations, reflections, and questions of Francisco Imbernón and António Nóvoa stand out. Considering the concepts, models, quality benchmarks of Distance Education, and student participation, combined with Academic Management, the legal documents presented by the Ministry of Education with the Quality Benchmarks for Undergraduate Courses offered at a Distance, the Quality Benchmarks for Distance Education at UFBA, and the assumptions indicated by Vani Moreira Kenski and Fernanda Sanjuan, et al., are highlighted. Regarding the Organization and Functioning of the Distance Learning Bachelor's Degree in Pedagogy at UFBA, the highlight is the Pedagogical Project of the Distance Learning Pedagogy Course at UFBA, and the reflections of Ronaldo Figueiredo Venas, Lanara Souza, and Bernardete Angelina Gatti. Furthermore, the study shows that academic managers should use student narratives and voices as a starting point for collective and participatory construction in the Academic Management proposal. Therefore, improving Academic Management is essential to consolidate a democratic, equitable, inclusive, non-linear, and above all, transformative Distance Education, capable of integrating technology, humanization, student participation, autonomy, social commitment, and solidarity. Thus, it is reaffirmed that Academic Management, when guided by the principles of listening, dialogue, and participation, becomes a practice of freedom, an ethical and political foundation of all education committed to human emancipation.