Introduction/Objective:

This research aims to analyze theses and dissertations in education that deal with educational policy, access and innovation in degree courses in distance higher education and to identify the scientific method used in these studies.

Methodology:

The methodological course of this investigation is developed through bibliographic research carried out in the Capes Theses and Dissertations Catalog, having as a timeframe the period from 2010 to 2020. We also use documentary research to support the analyzes developed through qualitative and quantitative approaches, revealing elements that constitute the object and that materialize the identified results. The study highlights a set of 9 works related to distance education in higher education, seven of which are dissertations and two theses that involve the subject in question.

Result:

About the scientific method used in the publications, we observed as the main theoretical reference indicating the dialectical method focused on the Marxist epistemological perspective.

Conclusion:

The conclusions point to the scarcity of specific research on the relationship between educational policy, access and innovation in distance education courses. The publications highlight that distance education in Brazil follows a neoliberal logic, associating innovation with the use of technologies and the attempt to organize teacher training via the distance modality, but with important fractures resulting from the process of precariousness of higher education.

        · resumen en Español | Portugués     · texto en Portugués | Inglés     · Inglés ( pdf ) | Portugués ( pdf )