Distance Education and the Open University of Brazil

Correspondence courses have been offered in Brazil since the late 19th century; in the 20th century, instructional media such as radio and television were successfully used long before the introduction of the Internet. However, distance education (DE) was officially established in Brazil only in 199...

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Autores principales:	Welinton Baxto, Rosana Amaro, Joao Mattar
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	higher education learning centers tutoring Brazil distance education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/84df882bfa57455695facd8af4189a9b
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spelling	oai:doaj.org-article:84df882bfa57455695facd8af4189a9b2021-12-02T19:26:00ZDistance Education and the Open University of Brazil10.19173/irrodl.v20i4.41321492-3831https://doaj.org/article/84df882bfa57455695facd8af4189a9b2019-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4132https://doaj.org/toc/1492-3831Correspondence courses have been offered in Brazil since the late 19th century; in the 20th century, instructional media such as radio and television were successfully used long before the introduction of the Internet. However, distance education (DE) was officially established in Brazil only in 1996 by the National Educational Law of Policies and Bases. Several censuses conducted by the Brazilian Ministry of Education and the Brazilian Association of Distance Education (ABED) collected statistics on the number of institutions and students involved in DE in Brazil. Although higher education DE has developed in the country since then, several attempts to create an Open University failed. The institution that is now The Open University of Brazil (UAB), created in 2005, focused mainly on teacher education. However, it is not a new institution (but rather a system of older institutions). It is neither a university (but rather a consortium of public federal, state, and municipal face-to-face educational institutions), nor open (candidates should have at least finished high school and are required to pass a rigorous entrance exam). Although UAB certainly contributed to the progress of DE in Brazil, it faces many challenges and problems, such as the continuously questioned quality of its learning support centers, labor relations, issues related to hiring face-to-face and online tutors, and the structure and organization of producing content for courses. This article presents a brief history and the main characteristics of DE in Brazil, details UAB’s structure, and discusses the challenges it faces. Welinton BaxtoRosana AmaroJoao MattarAthabasca University Pressarticlehigher educationlearning centerstutoringBrazildistance educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 4 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	higher education learning centers tutoring Brazil distance education Special aspects of education LC8-6691
spellingShingle	higher education learning centers tutoring Brazil distance education Special aspects of education LC8-6691 Welinton Baxto Rosana Amaro Joao Mattar Distance Education and the Open University of Brazil
description	Correspondence courses have been offered in Brazil since the late 19th century; in the 20th century, instructional media such as radio and television were successfully used long before the introduction of the Internet. However, distance education (DE) was officially established in Brazil only in 1996 by the National Educational Law of Policies and Bases. Several censuses conducted by the Brazilian Ministry of Education and the Brazilian Association of Distance Education (ABED) collected statistics on the number of institutions and students involved in DE in Brazil. Although higher education DE has developed in the country since then, several attempts to create an Open University failed. The institution that is now The Open University of Brazil (UAB), created in 2005, focused mainly on teacher education. However, it is not a new institution (but rather a system of older institutions). It is neither a university (but rather a consortium of public federal, state, and municipal face-to-face educational institutions), nor open (candidates should have at least finished high school and are required to pass a rigorous entrance exam). Although UAB certainly contributed to the progress of DE in Brazil, it faces many challenges and problems, such as the continuously questioned quality of its learning support centers, labor relations, issues related to hiring face-to-face and online tutors, and the structure and organization of producing content for courses. This article presents a brief history and the main characteristics of DE in Brazil, details UAB’s structure, and discusses the challenges it faces.
format	article
author	Welinton Baxto Rosana Amaro Joao Mattar
author_facet	Welinton Baxto Rosana Amaro Joao Mattar
author_sort	Welinton Baxto
title	Distance Education and the Open University of Brazil
title_short	Distance Education and the Open University of Brazil
title_full	Distance Education and the Open University of Brazil
title_fullStr	Distance Education and the Open University of Brazil
title_full_unstemmed	Distance Education and the Open University of Brazil
title_sort	distance education and the open university of brazil
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/84df882bfa57455695facd8af4189a9b
work_keys_str_mv	AT welintonbaxto distanceeducationandtheopenuniversityofbrazil AT rosanaamaro distanceeducationandtheopenuniversityofbrazil AT joaomattar distanceeducationandtheopenuniversityofbrazil
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Distance Education and the Open University of Brazil

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