INSTITUTIONALIZATION OF PUBLIC DISTANCE EDUCATION AS ESSENTIALLY DIALETIC PHENOMENON

Abstract

The purpose of this article is to examine the cause and effect relationships in the process of organic incorporation of distance education in public universities. Therefore, we propose the concept of dialectic to explain the institutionalization of the modality. With regard to the methodology, from the methodological triangulation we use different collection instruments, namely: document analysis; virtual focus groups; semi-structured interviews; Delphi technique; and virtual questionnaire. The data were analyzed using qualitative and quantitative approaches, without losing sight of our epistemological matrix concerning Max Weber's comprehensive sociology. With the study, we came to the understanding that the institutionalization of distance education is an essentially dialectical phenomenon, because it is enmeshed in constant institutional conflicts driven by immanent contradictions. While dichotomous views persist, especially through the model established by the Open University of Brazil (UAB) System, there are important obstacles in the organic incorporation of the modality. Therefore, we consider that overcoming this public policy of an emergency nature tends to culminate in the greater synthesis process, in which distance education and classroom education become juxtaposed. Hybrid education is achieved, since the qualifications "face-to-face" and "distance" become secondary, giving greater focus to the educational process.