Resumo

QUIROGA, Fernando Lionel. Evasion in Distance Education (DE) and Its Interfaces with the Democratization of Access and the Intensification of Inequalities. J. Pol. Educ-s [online]. 2022, vol.16, e87069.  Epub 30-Maio-2023. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v16i0.87069.

In this study we present a critical approach to the problem of dropout in distance education (DE) from a reading of the main results obtained by specialized literature. We seek to understand the underlying meanings of dropout in distance education (DE) as a result of the tension between the unbridled expansion of access and the intensification of social and educational inequalities. We searched the specialized literature of the last five years (2017-2021) for access points that could shed light on the issue. We collected the material in peer-reviewed journals, on the Capes Periodicals Portal. For the search, the following descriptors were used: “Distance Education”; "evasion"; "social classes"; “difficulties”; "challenges". As an analysis technique, we used the assumptions of Content Analysis. Among the main results, we found a strong tendency in the literature to approach evasion through an analogy to the “biological body”, in which different ways of coping with the problem are present: alternative therapies, strengthening the communicative dimension, adjustments in the interactive processes, adaptation to learning styles. In this study, we propose an alternative reading to the problem, assuming that evasion is an eminently political problem, despite the instrumentalization of Distance Education at the service of the market, whose symbology can be expressed through the metaphor of "stored food" in favor of neoliberal logic and the reproduction of low-cost labor.

Palavras-chave : Distance education; Evasion; Expansion; inequalities; Marketplace.

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