Resumo

VELOSO, Braian Garrito  e  MILL, Daniel. Distance education and inclusion: an analysis from the perspective of teachers. Rev. Diálogo Educ. [online]. 2019, vol.19, n.60, pp.56-75.  Epub 04-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.060.ds03.

The main objective of this research is to discuss, from a teaching perspective, the inclusion made possible by distance education. The research was done under the Universidade Aberta do Brasil (UAB) system. Regarding the methodological procedures, data were collected through virtual questionnaires of 677 teachers who work or have already worked in courses offered under the UAB System. After that, 8 semi-structured interviews were carried out. At the same time, data were collected in documentary sources, namely, selective processes, official documents, edicts and other information available virtually on the pages of public institutions that offer distance courses. In turn, the data were submitted to quantitative and qualitative analysis. With the study, it is identified that distance education is related to inclusive processes. Flexibility in contracting tutors allows primary education teachers to find in the UAB system the opportunity to work in higher education. In addition, temporal and spatial disparities, as well as teleworking, allow teachers to overcome different problems, such as geographic distance, health problems, situations of oppression, neglect of the State, etc.

Palavras-chave : Distance Education; Teaching Work; Inclusion.

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