Educação a distância na formação continuada de professores: panorama da produção científica brasileira (2003–2023)

Yvina Pavan Baldo; Daniel Mill

doi:10.1590/SciELOPreprints.15400

##article.authors##

Yvina Pavan Baldo Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo https://orcid.org/0000-0001-5321-7471
- Writing – Review & Editing
Daniel Mill Federal University of São Carlos https://orcid.org/0000-0002-8336-3645
- Writing – Review & Editing

DOI:

https://doi.org/10.1590/SciELOPreprints.15400

Keywords:

Distance education, continuing teacher education, professional development

Abstract

This article analyzes Brazilian scientific production regarding continuing teacher education in the Distance Education (DE) modality between 2003 and 2023. The research, conducted in the SciELO and CAPES Journals Portal databases, employed a Systematic Literature Review with rigorous inclusion, exclusion, and methodological evaluation criteria defined during its planning. From an initial 2,565 publications identified through the search string, 60 articles were selected for final analysis. The studies were organized into six main categories: teaching dilemmas, teacher knowledge, training experiences, public policies, difficulties in pedagogical practice, and other approaches. The results indicate that DE has significantly contributed to professional teacher development by expanding knowledge, promoting critical reflection, and fostering pedagogical innovation. Successful experiences highlight the importance of courses aligned with the teachers' reality and grounded in critical theoretical approaches. However, structural and pedagogical challenges persist, such as precarious working conditions, technological limitations, and weaknesses in public policies. It is concluded that, to reach its full potential, distance continuing education must be based on critical, collaborative pedagogical projects contextualized to school realities.

Downloads

Download data is not yet available.

Author Biographies

Yvina Pavan Baldo, Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo

PhD student at the Federal University of São Carlos (UFSCar), specializing in the research area of Teacher Training and Other Educational Agents. She holds a Master’s degree in Informatics (2001) from the Federal University of Espírito Santo (UFES), a Specialization in Pedagogical Practices from the Federal Institute of Espírito Santo (Ifes, 2022), and a Bachelor’s degree in Data Processing Technology (1997) from the Foundation for Assistance and Education (Faesa).

Her career in Higher Education includes serving as a professor at FAESA, coordinator of the Open University of Brazil (UAB) from 2006 to 2008, Director of Distance Education (2009 to 2014), and coordinator of the Graduate Certificate (Lato Sensu) in Educational Technologies at the Federal Institute of Espírito Santo (Ifes).

Currently, she is a full-time professor at the Center for Training and Distance Education (Cefor/Ifes), working in teacher training programs focused on Technologies. She also serves as the assistant coordinator of the Support Center for People with Specific Needs (Napne/Cefor) and as the coordinator of the Graduate Certificate in Inclusive Special Education.

She has extensive experience in Computer Science and Education, with an emphasis on Educational Technologies and Distance Education. Her work focuses on the following themes: the use of technology in education, accessibility, the impact of technology on teaching and learning processes, digital inclusion, planning and implementation of Distance Learning (DL) courses, and instructional design.

Daniel Mill, Federal University of São Carlos

Full Professor at the Federal University of São Carlos (UFSCar), with expertise in Distance Education and the integration of technologies in teaching and learning. He holds a PhD in Education from UFMG and a Post-doctorate from the Universidade Aberta de Portugal (UAb). Since 2007, he has been the founding leader of the Horizon Group (Horizonte Group - Research Group on Innovation in Education, Technologies, and Languages). He is a CNPq Research Productivity Fellow. A member of the Graduate Program in Education, he also served for several years in the Graduate Program in Science, Technology, and Society. As a researcher, he is particularly interested in the intersection of Education, Technologies, and Languages, with a special focus on meaningful learning, management, teaching work, Artificial Intelligence in Education, cognition, distance education, and active methodologies, among other related topics.