Em Aberto

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/33

Em Aberto, criado em 1981, é um periódico monotemático, com periodicidade quadrimestral, cuja finalidade é estimular e promover a discussão de questões atuais e relevantes da educação brasileira, trazendo opiniões divergentes ou confrontos de pontos de vista. Publica artigos e bibliografias seletivas. É largamente utilizado como material didático nos cursos de graduação e de pós-graduação.

Descrição

Mantenedor: INEP/CIBEC

Tipo: IESF

Região: Centro-Oeste

Cidade: Brasília, DF

ISSN: 2176-6673

Qualis: B1

Periodicidade: Quadrimestral

Tít. abrev.: Em Aberto

E-mail:dired.emaberto@inep.gov.br

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Agora exibindo 1 - 20 de 52

Reflexiones acerca del uso reciente de la educación a distancia en la latinoamérica
(1996) VILLARROEL, Armando
Distance Education, even though it could be considered by itself as a technological innovation that makes it possible to dispense with face-to-face contact in its practice, makes use of various communication techniques, which, in turn, determine its possibilities and radius of action. Since communication techniques, and especially telecommunications, are currently in a permanent process of development, the ways in which these advances are adopted, or adapted, will necessarily affect the possibilities offered by this educational modality.
O projeto de educação a distância da universidade federal de Mato Grosso: aspectos definidores de sua identidade
(1996) ALONSO, Katia Morosov; NEDER, Maria Lucia Cavalli
The work related to the development of a specific Distance Education project at the Federal University of Mato Grosso (UFMT) was based on the discussions and definitions of the Education and Research Policy of the Education Institute at the time of its creation in 1992. It is important to emphasize that the constitution of the Institute of Education (IE) was an extremely important factor for the consolidation of lines of work already glimpsed in the existence of the "old" Department of Education. The fact is that with the constitution of the IE, it was possible to implement a series of work fronts, all however based on some decisions that allowed for the establishment of a certain unity in their development.
O paradigma educacional emergente: implicações na formação do professor e nas práticas pedagógicas
(1996) MORAES, Maria Candida
After more than twenty years participating in public policy planning and coordination processes in the area of educational technologies, involving related actions from the beginnings of programmed instruction to educational computing that is on the agenda of our daily life, including use of educational television and radio, we realize that most of the problems currently existing in the educational area persist for several decades.
Educação a distancia em ciência e tecnologia: o Projeto EducaDi/CNPq – 1997
(1996) FAGUNDES, Lea
Four units of the Federation, in a coordinated project, participate in a joint proposal for the application of advanced technological resources from information technology to public education. With the appropriate local adaptations, students from public schools in São Paulo, Rio Grande do Sul, Ceará and the Federal District are being involved in a Distance Education (EAD) process. The purpose of this program is to carry out pilot studies to develop pedagogical models that serve as subsidies for applications of connections and interoperability between computer networks in distance education. As a product, it is expected to be able to make available to society, in different Brazilian contexts, the results of the pioneering experiences of these four federated units in the form of new technological and methodological resources, tested and evaluated, to serve the better qualification of citizens and their communities.
MULTIRIO: o trabalho de atualização em serviço com os professores municipais do Rio de Janeiro
(1996) ASSIS, Regina de
On the eve of the third millennium, the Brazilian educational systems have, finally, Law No. 9,394/96, which defines the Guidelines and Bases for national education, as well as National Curriculum Parameters, with guidelines for the career and remuneration of public teaching, and large investments in Distance Education programs through TV Escola.
A UnB e a educação a distância
(1996) TAVARES, Maria Isabel Craveiro; CASTRO, Flavio Gonçalves da Rocha
The University of Brasília (UnB), every day, has been expanding its participation in the field of distance education. The support given to the work carried out at the Center for Open and Continuing Distance Education reinforces the pioneering option made by UnB in 1979 and consolidated, ten years later, with the creation of Cead, with the objective of developing this type of teaching.
Educação a distância na América Latina : o desafio da criação de uma tecnologia de esperança
(1996) JOHNSON, Henry C.
If we look at distance education in its Latin American setting today, we cannot avoid seeing dramatic changes, remarkable developments and unimaginable opportunities. The purpose of this article is not only to come to an understanding of what is happening in an important area of the world we share, but also to use that understanding to help us create a future not just for distance education, but for our own. world. As with all challenges, there are also risks; but the risks need not always be negative. They can also be seen as unseen possibilities or simply unmet challenges. Next, we will review the situation, examine the challenges seen as if we were facing a particular partner in this important endeavor, and finally assess the issues that accompany these challenges.
O uso das novas tecnologias na educação a distância e a aprendizagem construtiva
(1996) JONASSEN, David
Distance education programs necessarily use technologies to supplant or replace live, face-to-face instruction. If technologies facilitate the transmission of instructions, they will not change their nature without fundamental changes in the conceptions and methods of teaching and learning. Although many people perceive the use of technologies to be implicitly innovative, the use of technology in distance learning has often repeated the most ineffective methods of live, face-to-face instruction (Turoff, 1995). When interactive technologies are used to deliver lectures to students in remote locations with limited or non-existent interaction potentials, no innovation is presented. Technologies should preferably be used to provide students with the opportunity to interact and work together on significant problems and projects, and join communities of students and professionals (Selfe, 1988; Bales, 1990; Seaton, 1993; Nalley, 1995) . Technology must extend the best of classroom practices to distant locations, rather than reproducing the worst (Burge, 1993).
Educação continuada na escola politécnica da USP: dois momentos
(1996) VIEIRA, Antonio Helio Guerra; NETO, Pedro Luiz de Oliveira Costa
Continuing Education is an engineering tradition, and Escola Politécnica has been offering for a long time, like other schools, opportunities for improvement, recycling and specialization for engineers who have already graduated.
Educação a distância no Rio Grande do Norte
(1996) ANDRADE, Arnon A. M. de
Rio Grande do Norte does not differ much from other states in the Northeast, if we compare it in terms of social indicators. It has the same poor distribution of wealth, a low political participation of the population, an excessively high number of illiterate adults, an even large number of children out of school, a high and resistant rate of dropout and repetition, an undesirable mark of malnutrition and mortality child labor, an aberrant exploitation of child labor and surprising adult unemployment.
Educação a distância usando tecnologia WWW
(1996) SCHIEL, Dietrich; MAGALHÃES, Monica Giacomassi de M.
One of the characteristics of Distance Education is the fact that communication between students and teachers is mediated by some form of technology. The newest technology used in Distance Education is the World Wide Web (WWW), a recent Internet tool.
A contribuição do consórcio interuniversitário de educação continuada e a distância – brasilead-para o desenvolvimento da educação nacional
(1996) GUIMARÃES, Paulo
In 1993, at the proposal of the University of Brasilia, the rectors of Brazilian public universities, meeting at the headquarters of the Crub, in Brasilia, decided to sign an agreement among themselves to implement the Interuniversity Consortium for Continuing and Distance Education, which, among other objectives, aims to to collaborate with the federal, state and municipal governments in increasing and diversifying the offer of educational opportunities in the country, through the creation of the National Distance Education System, under the command of the Ministry of Education and Sports.
O desafio contemporâneo da educação a distância
(1996) NEVES, Carmen Moreira de Castro
In mid 1996, the Secretariat for Distance Education (Seed) asked Inep to make an edition of Em Aberto especially dedicated to Distance Education, its history and perspectives. Because?
A escola do futuro-USP e a capacitação de professores em projetos telemáticos
(1996) CORTELAZZO, Iolanda B. C.
The Teaching of Humanities via Telematics at Escola do Futuro-USP, under the coordination of this researcher, carried out a project to prepare teachers for the management of telematic projects, putting their students in contact with schools in other cities in Brazil and in other countries through international network (Internet). This management makes the professors responsible for the development of the project and for the involvement of students in research and communication activities.
Educação a distância no SENAI-SP : um pouco das reflexões ao longo da história
(1996) FERNANDEZ, Consuelo Guerra; DEPRESBITERIS, Lea
Distance education in Senai-SP? How can a professional training institution promote, at a distance, the learning of its students? Can you learn to deal with machines and equipment via television? Via printed material? What is the best means or means for technical and technological issues in the areas served by Senai-SP? And the affective dimension of the student? What about training for citizenship? These and other burning issues have permeated distance education actions at the National Service for Industrial Learning/São Paulo Regional Department (Senai-SP) since the 70s, when the institution developed its first course in this modality.
Jones education company
(1996) HOLDGATE, Andy
Jones Education (JEC) has been involved in distance education since 1987, for nearly ten years. Our venture is the brainchild of cable telecommunications entrepreneur Glenn R. Jones, president and managing director of Jones Intercable, one of the top ten cable telecommunications companies in the United States. Glenn Jones describes today's communications tools as "mind-extension" technologies, in that they extend the reach of information from a school, library, or other source to the final destination of all knowledge, the human mind.
Universidade virtual: a experiência da UFSC em programas de requalificação, capacitação, treinamento e formação a distância de mão-de-obra no cenário da economia globalizada
(1996) BARCIA, Ricardo Miranda; VIANNEY, João; CRUZ, Dulce; BOLZAN, Regina; RODRIGUES, Rosângela
The speed of technological innovation processes requires an increasing effort in professional education, training and recycling. The integration between universities, 1st and 2nd degree schools, technical schools, the productive sector and institutional agents is fundamental in this process, as a basis for the search for the qualification of the workforce. In this sense, the use of distance learning technologies presents itself as a viable alternative to improve the quality and increase the quantity of educational services in the country.
Educação a distância: problemas da incorporação de tecnologias educacionais modernas nos países em desenvolvimento
(1996) POPPOVIC, Pedro
Widespread opinion attributes to educational technology the possibility of shortcuts, so that developing countries can more quickly reach the path of modernity. Another very common concept is that technology applied to the teaching-learning process will reduce social differences. It is assumed that educational technology will reduce disparities between developed and developing regions. Computer networks, for example, will allow backward regions to access the entire vast world, and ultramodern teaching methodologies would be within everyone's reach. Teamwork, the independent construction of knowledge, continuing education, the Internet, the whole set, finally, of the requirements of a world that is changing very quickly, would be available to students through the introduction of modern educational equipment, such as televisions, recorders , computers etc.
Educação a distância no Brasil: lições da história
(1996) SARAIVA, Terezinha
The practice of distance education (EAD) has been concretely an educational practice, that is, of pedagogical interaction, whose objectives, contents and results obtained are identified with those that constitute, in different times and spaces, education as a human project and process , historically and politically defined in the culture of different societies.
Educação a distância via rádio e tv educativas: questionamentos e inquietações
(1996) BLOIS, Marlene M.
In almost twenty-five years working with Distance Education (EAD) the use of massive means of communication in the most varied educational offers, wood participated in countless seminars, congresses, work and study groups, privileged spaces for discussion and reflection on the indissoluble relationship between Communication and Education. A very rich set of experiences, both in the professional and personal fields, which have provided me with the opportunity to question, to answer countless questions, some easy to position, others complex to approach. Some demanding from me unconventional positions and, therefore, taken as controversial.

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