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Previous issue date: 2016-03-31 === A presente tese, intitulada ?A Expans?o do Ensino Superior a Dist?ncia no IFPB: Uma An?lise da Implanta??o do Curso de Gradua??o em Administra??o P?blica no ?mbito do Programa Nacional de Administra??o P?blica - PNAP?, objetiva analisar a pol?tica de expans?o do ensino superior na modalidade a dist?ncia no IFPB, tendo como refer?ncia a implementa??o do Bacharelado de Administra??o P?blica/PNAP e suas repercuss?es na cultura organizacional e no trabalho docente do IFPB Campus Jo?o Pessoa, partindo do pressuposto de que as modifica??es ocorridas no sistema educacional brasileiro entre o final do s?culo XX e o in?cio do s?culo XXI ocorreram em atendimento ?s pol?ticas de cunho neoliberal, orientadas por organismos internacionais, a exemplo do Banco Mundial e da Unesco. As diretrizes dessas pol?ticas para o ensino superior propiciaram a diversifica??o institucional e a utiliza??o da educa??o a dist?ncia como estrat?gias de expans?o. Essas novas orienta??es trouxeram para os Institutos Federais de Educa??o Ci?ncia e Tecnologia a amplia??o das suas compet?ncias e o desafio de ofertar a educa??o superior na modalidade a dist?ncia. A oferta do curso de Bacharelado em Administra??o P?blica no ?mbito do PNAP ? exemplo de a??es de expans?o induzida pela a??o do Minist?rio de Educa??o, em parceria com a Universidade Aberta do Brasil (UAB). A natureza desta investiga??o requereu sua instrumentaliza??o por meio da pesquisa qualitativa e de estudo de caso. Como procedimentos metodol?gicos, utilizou-se a an?lise documental e a entrevista semiestruturada, aplicada a gestores e docentes que atuaram no projeto BAP/PNAP/UAB. O estudo concluiu que, com a ades?o ? oferta do curso de Bacharelado em Administra??o P?blica EaD, o IFPB cumpriu seu papel enquanto institui??o da rede federal de atendimento a uma pol?tica p?blica, no entanto, a implementa??o de um curso dessa natureza sem uma estrutura adequada provocou v?rias mudan?as na cultura organizacional da institui??o. A utiliza??o da EaD em um espa?o institucional detentor de uma cultura muito forte de ensino presencial exigiu dos gestores e docentes uma nova postura profissional para se adequar ?s novas exig?ncias para o trabalho com a modalidade a dist?ncia. No que se refere ao trabalho docente daqueles que atuam no PNAP, este se apresenta com aspectos de intensifica??o e precariza??o, o que pode ocasionar preju?zo para a qualidade do curso desenvolvido na modalidade de EaD, comprometendo o desempenho da institui??o de modo geral. === The objective of this thesis is to analyse the policy for the expansion of higher education
within the modality of long-distance learning at IFPB. The reference for this is the
implementation of the Bachelor?s Degree in Public Administration/NPPA and its repercussion
on the organizational culture and teaching work of the IFPB campus in Jo?o Pessoa. This
proposal is relevant based on the modifications that occurred in the Brazilian educational
system between the end of the 20th century and the beginning of the 21st century, which
resulted from, amongst other aspects, the attending to of neo-liberal type policies that were
put forward by international organisms like the World Bank and UNESCO. The directives of
these organizations for higher education provided for flexibility, institutional diversification
and the utilization of long-distance learning as expansion strategies. When you refer
specifically to the Federal Institutes of Scientific and Technological Education, they increased
their competences and the challenge of offering higher education in the modality of longdistance
learning. The offering of the Bachelor?s Degree course in Administration in the ambit
of NPPA is an example of expansion actions induced by the action of the Ministry of
Education, in partnership with the Universidade Aberta do Brasil (UAB). In this way, the
thesis is that a higher education expansion policy at IFPB, through long-distance learning, is
provoking a restructuring of the institution, which traditionally offered presence-based
courses including professors and methodologies appropriate for this type of education. With
the creation of higher education courses through long-distance learning, this institution is
gradually changing its organizational culture, based on the premise that long-distance learning
requires from the teaching body the learning of new methodologies, and new teaching
practices to take place outside of the classroom, and resulting in serious repercussions for the
teaching body. This empirical investigation required the use of qualitative research and case
studies. The methodological procedures used were the analysis of documents and a semistructured
interview applied to managers and professors that are part of the Bachelor?s Degree
in Public Administration/NPPA/UAB. The study concluded that, with the adhesion to the
offering of the Bachelor?s Degree in Public Administration through Long-Distance Learning,
IFPB fulfilled its role as an institution of the federal network attending to a public policy.
However, the implementation of a course of this nature without an adequate structure for this
demand provoked various changes in the organizational culture of the institution. The
utilization of long-distance learning in an institutional space that has a very strong classroombased
teaching culture demanded a new professional posture from the managers and
professors in order to be able to attend to the new requirements of this work within the
modality of long-distance learning. In relation to the teaching work of those that work within
NPPA, this presented aspects of intensification and insecurity, which could result in harming
the quality of the course developed within the modality of long-distance learning, thus
compromising the general performance of the institution.
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