Resumo Português:
Este artigo tem como tema as políticas públicas de formação continuada de professores por meio da Educação a Distância –EaD e traz a seguinte questão problema: como as políticas de EaD se constituíram historicamente no Brasil e são implementadas na formação de educadores? Tem-se por objetivo analisar como a modalidade de EaD se inseriu, a partir da Lei de Diretrizes e Bases –LDB de 1996, nas políticas públicas de formação continuada de professores, especialmente nos Planos Nacionais de Educação. Utilizou-se como metodologia a pesquisa bibliográfica, qualitativa e de caráter exploratório, tendo por base autores como Dourado (2008), Belloni (2003), Nogueira (2011), Costa e Zanatta (2010), Pretto e Riccio (2010). O estudo aponta que as mudanças no sistema produtivo mundial influenciaram fortemente as políticas públicas, resultando em reformas para atender a demanda de novos profissionais, inclusive na educação.
Resumo Inglês:
This article focuses on the public policies of continued education for teachers through Distance Education (EaDin Portuguese) and brings the problem question: how were EaDpolicies historically constituted in Brazil and how are they implemented in teacher training? The aim of this work is to analyze how the modality of distance education was inserted in public policies of continued teacher training, from the Law of Directives and Bases (LDB in Portuguese), 1996, especially in the National Education Plans. The methodology used was the bibliographical research, both qualitative and exploratory, was used as methodology, based on authors such as Dourado (2008), Belloni (2003), Nogueira (2011), Costa e Zanatta (2010), Pretto e Riccio (2010). The study shows that changes in global productive system strongly influenced public policies, resulting in reforms to meet the demand of new professionals, including in education.
Resumo Francês:
Cet article a pour thème les politiques publiques pour la formation continue des enseignants à distance -EaDet pose la question suivante: Comment les politiques EaDont-elles été historiquement constituées au Brésil et sont-elles mises en œuvre dans la formation des éducateurs? L’objectif de cette étude est d’analyser la manière dont la modalité EaDa été insérée, sur la base de la Loi sur les directives et les bases -LDB de 1996,dans les politiques publiques pour la formation continue des enseignants, en particulier dans les plans nationaux d’éducation. Pretto et Riccio (2010) ont été utilisés comme méthodologie de recherche bibliographique, qualitative et exploratoire, à partir d'auteurs comme Dourado (2008), Belloni (2003), Nogueira (2011), Costa et Zanatta (2010). L'étude souligne que les changements intervenus dans le système de production mondial ont fortement influencé les politiques publiques, entraînant des réformes pour répondre à la demande de nouveaux professionnels, y compris dans le secteur de l'éducation.
