<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982022000100108</article-id>
<article-id pub-id-type="doi">10.1590/0102-469833842</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INSTITUCIONALIZAÇÃO DA EDUCAÇÃO A DISTÂNCIA PÚBLICA ENQUANTO FENÔMENO ESSENCIALMENTE DIALÉTICO]]></article-title>
<article-title xml:lang="es"><![CDATA[INSTITUCIONALIZACIÓN DE LA EDUCACIÓN A DISTANCIA PÚBLICA COMO FENÓMENO ESENCIALMENTE DIALÉTICO]]></article-title>
<article-title xml:lang="en"><![CDATA[INSTITUTIONALIZATION OF PUBLIC DISTANCE EDUCATION AS ESSENTIALLY DIALETIC PHENOMENON]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VELOSO]]></surname>
<given-names><![CDATA[BRAIAN]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MILL]]></surname>
<given-names><![CDATA[DANIEL]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[Franca SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982022000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982022000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982022000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo deste artigo é examinar as relações de causa e efeito no processo de incorporação orgânica da Educação a Distância (EaD) nas universidades públicas. Para tanto, propomos o conceito de dialética para explicar a institucionalização da modalidade. No que se refere à metodologia, a partir da triangulação metodológica utilizamos diferentes instrumentos, estratégias e fontes de coleta, a saber: análise documental; grupos focais virtuais; entrevistas semiestruturadas; técnica Delphi; e questionário virtual. Os dados foram analisados mediante as abordagens qualitativa e quantitativa, sem perder de vista a nossa matriz epistemológica concernente à sociologia compreensiva de Max Weber. Esta diz respeito à apreensão das universidades enquanto aglomerados de sujeitos que atribuem sentido subjetivo à sua ação socialmente orientada. Com o estudo, chegamos ao entendimento de que a institucionalização da EaD é um fenômeno essencialmente dialético, porque está enredado em constantes embates movidos pelas contradições imanentes. Enquanto persistem as visões dicotômicas, sobretudo por meio do modelo instituído pelo Sistema Universidade Aberta do Brasil (UAB), tem-se importantes percalços na incorporação orgânica da modalidade. Assim sendo, consideramos que a superação dessa política pública de caráter emergencial tende a culminar no processo maior de síntese, em que EaD e educação presencial se tornam justapostas. Chega-se à educação híbrida, uma vez que os qualificativos &#8220;presencial&#8221; e &#8220;a distância&#8221; se tornam secundários, dando-se maior enfoque ao processo educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: El propósito de este artículo es examinar las relaciones de causa y efecto en el proceso de incorporación orgánica de la educación a distancia en las universidades públicas. Para eso, proponemos el concepto de dialéctica para explicar la institucionalización de la modalidad. En cuanto a la metodología, a partir de la triangulación metodológica utilizamos diferentes instrumentos, estrategias y fuentes de recolección, a saber: análisis documental; grupos focales virtuales; entrevistas semi-estructuradas; Técnica Delphi; y cuestionario virtual.. Los datos fueron analizados utilizando enfoques cualitativos y cuantitativos, sin perder de vista nuestra matriz epistemológica sobre la sociología comprensiva de Max Weber. Se trata de la aprehensión de las universidades como agrupaciones de sujetos que atribuyen un sentido subjetivo a su acción socialmente orientada. Con el estudio llegamos a entender que la institucionalización de la educación a distancia es un fenómeno esencialmente dialéctico, porque está inmerso en constantes choques institucionales impulsados por contradicciones inmanentes. Si bien persisten las visiones dicotómicas, especialmente a través del modelo establecido por el Sistema de la Universidad Abierta de Brasil (UAB), existen importantes obstáculos en la incorporación orgánica de la modalidad. Por tanto, consideramos que la superación de esta política pública de carácter urgente tiende a culminar en el mayor proceso de síntesis, en el que se yuxtaponen la educación a distancia y la educación presencial. Se logra la educación híbrida, ya que las titulaciones &#8220;presenciales&#8221; y &#8220;a distancia&#8221; pasan a ser secundarias, dando mayor enfoque al proceso educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The purpose of this article is to examine the relations of cause and effect in the process of organic incorporation of distance education in public universities. Therefore, it is proposed the concept of dialectics to explain the institutionalization of the modality. With regard to the methodology, from the methodological triangulation different instruments, strategies and sources of data were used, namely: documentary analysis; virtual focus groups; semi-structured interviews; Delphi technique; and virtual questionnaire. The data were analyzed using qualitative and quantitative approaches, without losing sight of our epistemological matrix concerning Max Weber&#8217;s comprehensive sociology, which concerns the apprehension of universities as clusters of subjects who attribute a subjective sense to their socially oriented action. With the study, it was understood that the institutionalization of distance education is an essentially dialectical phenomenon, because it is enmeshed in constant institutional conflicts driven by immanent contradictions. While dichotomous views persist, especially through the model established by the Open University System of Brazil (UAB - Sistema Universidade Aberta do Brasil), there are important obstacles in the organic incorporation of the modality. Therefore, it is considered that the overcoming of this public policy of an emergency nature tends to culminate in the greater synthesis process, in which distance education and classroom education become juxtaposed. Hybrid education is achieved, since the qualifications &#8220;face-to-face&#8221; and &#8220;distance&#8221; become secondary, giving greater focus to the educational process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[institucionalização]]></kwd>
<kwd lng="pt"><![CDATA[Sistema UAB]]></kwd>
<kwd lng="pt"><![CDATA[dialética]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[institucionalización]]></kwd>
<kwd lng="es"><![CDATA[Sistema UAB]]></kwd>
<kwd lng="es"><![CDATA[dialéctica]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[institutionalization]]></kwd>
<kwd lng="en"><![CDATA[UAB System]]></kwd>
<kwd lng="en"><![CDATA[dialectic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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