PEDAGOGICAL MODEL OF NEAD - CENTER OF DISTANCE EDUCATION CESUMAR MARINGÁ - PARANÁ - BRAZIL. Matos, Willian, Cesumar, Brazil

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1 PEDAGOGICAL MODEL OF NEAD - CENTER OF DISTANCE EDUCATION CESUMAR MARINGÁ - PARANÁ - BRAZIL Matos, Willian, Cesumar, Brazil Co-authors: Marinho, Luciana, Cesumar, Brazil Goi, Viviane, Cesumar, Brazil Summary In distance education, the learning is an active and dynamic process, where the students organize new information by using critical and creative thinking. It is possible the indiscriminate adoption of a single model proposed, or even after you set up, this model is static and does not expose more, in the reformulation. The NEAD CESUMAR account of a proposal that focuses on teaching a combination of teaching the procedures of distance education, using various means and moments of interactivity for all the educational curriculum. The idealization of the pedagogical project is based on commitment to two major pedagogical assumptions. The first lies in the idea of teaching relationship with learning. The second premise is the continuing relationship between the process and desired technical evaluation of all integral components of the educational process. The methodology is based on three moments: moments of self-study are conceptual and methodological tools developed by teachers and use the AVA, moments Interactive, where is the Internet as the best tool for remote interaction and moments that presential Mandatory Assessments are compulsory provision, the traineeship and delivery of work Completion of course, when necessary. To distance education as means of education, more needs to be examined by that is as essential to the educational process than as a technological process, where learning is an active and dynamic, where the students organize new information using critical thinking and creative. In the case of EAD, it is not possible the indiscriminate adoption of a single model proposed, or even after you set up, this model is static and does not expose more, in the reformulation. The pressure by the increase in enrollment in higher education, which stems from the rapid increase in the number of graduates of secondary school, is already happening and tend to grow. You should plan for expansion with quality, avoiding the easy way to mass. It is important the contribution of the private sector, which already provides most of the places in higher education and has an

2 important role to fulfill, while respecting the quality standards set by the education systems. (NAP - MEC, 2001) Among the main advantages of the distance mode, are: *Democratization of knowledge, because of easier access to technology; *Determination of the routine of studies, which makes the self-learning; * Determining the pace of construction of knowledge, by which the student can explore their individual potential; * Opportunity for personalized attention; * Independent space-time, avoiding the displacement of their place of work or residence to place of study; and * Possibility of learning on an ongoing basis. The Center for the EAD CESUMAR is composed of a multidisciplinary team and has a pedagogical proposal which favors the combination of teaching the procedures of distance education, using various means and moments of interactivity for all the educational curriculum. The design of the Institutional Educational Project for the mode of distance education of CESUMAR is based on two main assumptions commitment to teaching. The first lies in the idea of teaching relationship with learning. The emphasis, therefore, this model, focuses on the concern with the relationship that should exist between the individuals who propose to acquire and / or master a knowledge and the individuals they propose to build both the knowledge and the way to improve the results desired by the binomial concerned. The second premise of this regulatory model, or the second propelling force of the activities planned and operated is located in the basic requirement to establish ongoing relationship between the technical process intended and the evaluation of all integral components of the educational process. This is because the quality of courses, the degree of consistency across all disciplines, the interdependence of the objectives, the agglutination of knowledge pursued by the various content, the traffic between the fluid and know the equipment and / or new technologies are continually in need of assessments, restructuring and feedback. In the operationalization of these assumptions is that teaching is intended to organize the instructional materials. The materials are therefore not thought outside the educational requirements, as if only instructional resources for students away. The planning and preparation of those materials, subject to systematic, test or evaluation, part of the pedagogical strategy, which also involves the constant search for clarity about the objectives pursued by the course, either through their modules, either through the disciplines, while taken alone. These materials serve as a support for the study of modules, clarifying and deepening the topics of greatest relevance, presenting practical information and useful, enabling thus the immediate application of concepts studied. As mentioned earlier, the assumptions for the organization of the educational program are considered crucial to guide and / or disciplinary relations between teachers and learners. Indeed, human resources, physical resources, material resources, instructional, all are thought to cause learning in the context governed by principles laid down. In all this we can not lose focus of the quality of education has consolidated the presence of the type of education CESUMAR. The term quality in EAD, according Demo (1994), "is the challenge of humanizing the truth and living from social values and purposes considered desirable, necessary and ethically sustainable, points to the scale of intensity before the expectation of people, and human impacts such as competence in the development of man, with knowledge in education and its key strategy".

3 With this thought and based on the Reference Quality for a Distance Higher Education, established by the MEC, which already in its beginning explains "The nature of the course and the actual conditions of everyday life and needs of students are the elements that will determine the best technology and methodology to be used... " (RQUAD - MEC, 2007), The NEAD of CESUMAR, conceived this project in its structure that considers the challenge is to establish a synchronous and asynchronous mode, ensuring the student mode without compromising the required face time can be met as the assessments the training and practices in laboratories. Anyway, the focal point of higher education - be it the presence or distance, the numerous possible combinations between presence, virtual presence and distance - is the human development in a context of commitment to building a socially just society. Hence the importance of higher education be based on a pedagogical and curricular innovation in an organization, promoting the integration of the content and methodologies, as well as dialogue with the student follow it (and its culture) and others (and their crops) and the historically accumulated knowledge (RQEAD - MEC, 2007). In view of the exercise of social responsibility, fundamental for any company in the XXI century, mainly to educational institutions, that are outlined in this project aims for long and medium range. a) Long-range goals: to promote and democratize access the society to the knowledge of the company electronically, confirming and expanding the opportunities for development. b) Of medium-range goals: offer courses and programs in the distance mode to meet the professional demands, with the focus of recovery of continuing education; encourage the use of ICT in the courses scheduled, allowing the taste of innovative practices, and not forgetting the goals of this project, it records the specific interest in: - Offer courses that qualify students in selected areas, with different formations, for the growing market demand for professional or in development; - Provide analysis of situations so that students with the knowledge developed, to evaluate conditions of barriers or facilitators in the market that will work, and - Contribute to the broader understanding of processes relevant to the development of professional activity, both in the sphere of development and in the their management. The methodology based on distance education seeking an active learning, where content and pedagogical strategies are planned to have a high degree of interaction between the learner (student), their teachers and their colleagues. This interaction should be mediated both through the new information and communication technologies, such as interactive teaching. The methodology is based on three points: Moments of Self-Study, Interactive Moments and Moments Mandatory presence. a) Moments of Self Study: Distance learning has the student the most important agent in the educational process, while teachers are organizers of the objects of study in its complexity, the conceptual and methodological tools that can help students to find answers to problems, these problems inherent in their training. The explanation of the profile to which the student has success is of fundamental importance to all who wish to learn through distance mode. The student must be disciplined, organized, be motivated and be persistent in pursuit of its constant updating and improvement, since the responsibility, punctuality, administration of their time, initiative, ability to work in teams, are basic factors for an excellent performance or the effectiveness of learning. This set of features provide self-motivation, essential ingredient for overcoming difficulties, and consequently, for the completion of desired educational activities. The project takes into account that each student learns with different styles and rhythms, therefore, through self-study is expected to:

4 ... stimulate the self-development, self-learning and self-regulation... [...] Enhance the capacity of the subject itself to manage its projects, its progress, its tasks and strategies in the face of obstacles. (Perrenoud, 1999) Thus, the objective is that students absorb the contents of the subjects to the extent that understand. For this, the course has a wide range of teaching resources and interfaces to the moments of self-study, among which include the disciplines of program content in electronic and printed materials, audio-visual objects of learning and lessons recorded on electronic media - used in a complementary way, and properly articulated, which allows a plurality of approaches enabling different degrees of depth in their studies. Thus, understanding the self-study as a key to the academic distance, the NEAD CESUMAR adopted the AVA, Virtual Learning Environment as a basis for the attention of student learning. In the AVA, through the Internet, it is possible the provision of miscellaneous equipment, provision of texts, completion of activities, maintenance of student and social history of the content of which are: a) provision of program content of the subjects and all material of study (texts, written lessons, links and references) and Supplementary Material, b) development of Activities of Interdisciplinary Studies and Activities, with the guidance of teachers, c) the consultation of the Digital Library collection of publications and consultation free of copyright by the Virtual Library, publications of the body of teachers and researchers of CESUMAR and institutional arrangements. b) Moments Interactive: The concept of "interactivity" is important to understand the possibility of working with various types of professionals, because the study mediated by computer for such offers. This concept refers to a very particular profile of students who answered their agility by planning staff, the awareness and appreciation of what is self-learning and the ability to organize and take as much as possible the moments of interaction mediated by technology. Thus, this project includes moments of synchronous interactivity such classes live with the possibility of interaction between teacher and student, and at times through the asynchronous forums. c) Moments Mandatory presence: they are specified in the Educational Project for each course and / or determined by the legislation, which currently provides: Assessments compulsory provision, the NEAD CESUMAR determines the end of each module; traineeship, practical classes in laboratories or external, technical visits and Completion of course work as set out in Curriculum Guidelines. The moments are supported Mandatory presence and / or based in centers of support in person, or the partner institutions of CESUMAR, which are distributed geographically in the country, aiming to provide educational support, academic and administrative, which occur the assessments and is available from the Basic Collection Bibliographical subjects of the course. It is important to note that the advent of Information and Communication Technologies - ICT represented by the entry into the cyber scene, satellite, video, microcomputers, electronic mail, multimedia, hypertext, and electronic networks infoways opened new horizons for education. But they alone will not guarantee the quality of teaching proposal that you implement. They constitute, however, tools that make possible greater efficiency and quality of education, in a continuous prospect and at the distance. BIBLIOGRAPHIC REFERENCES ALVES, J.R.M. A Educação a Distância no Brasil. Instituto de Pesquisas Avançadas em Educação, Brasil, 2007.

5 BRASIL. Lei , de 9/1/2001. In: Plano Nacional de Educação (PNE). Brasília: Plano Editora, FINKELSTEIN, M. J. et al.(eds.) Dollars, distance, and online education. The new economics of college teaching and learning. Phoenix, Arizona: American Council on Education and Oryx Press, JONES, J.G. Issues and concerns of directors of postsecondary distance learning programs regarding online methods and technologies. In: AJDE-American Journal of Distance Education.V.22, n.1, jan./mar.2008, p ORTNER, G.E.; NICKOLMANN, F.(eds.) Socio-economics of virtual universities: experiences from open and distance higher education in Europe. Weinheim, Germany: Deutscher Studien Verlag, PERRENOUD, P. Avaliação: da excelência à regulação das aprendizagens. Porto Alegre: Artmed, A educação em novas perspectives sociológicas, 4ª ed.são Paulo: EPU, RIBEIRO, D. O povo brasileiro: a formação e o sentido do Brasil. São Paulo: Companhia das Letras, 1995.

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