EDUCAÇÃO A DISTÂNCIA E FORMAÇÃO CONTINUADA: A experiência do Instituto Federal do Maranhão com cursos Lato sensu sob a ótica dos gestores – percepções, desafios e perspectivas

Abstract

Distance learning (DL) is a teaching method in which the teacher and student are physically distant but connected by technology. In recent years, there has been a growing demand for postgraduate courses in the distance learning modality, seeking better qualifications and continuing education. This demand has been met by public institutions, such as the Federal Institute of Education, Science and Technology of Maranhão (IFMA). The research aims to analyze the development of continuing education at the Federal Institute of Maranhão in the Distance Learning modality, focusing on Lato Sensu specialization courses from 2014 to 2024, from the perspective of managers, identifying their perceptions, the challenges faced and the perspectives for strengthening this teaching modality. The research was divided into stages. The first consisted of documentary analysis, where the Institutional Development Plan (PDI) and the Institutional Pedagogical Project (PPI) of IFMA were evaluated. Documents related to the PDI and PPI, extended by Resolution No. 67 of 10/18/2024 until the year 2025, and the PPCs of units where higher education and specialization courses of IFMA are registered in the EAD modality, related to the Latu sensu courses offered on the campi of the state of Maranhão, were screened. In stage 2, the interviews were conducted. These were evaluated based on Content Analysis. The document analysis confirmed the following hypothesis: EaD at IFMA has been consolidated as a strategy for continuing education, providing greater accessibility and flexibility to professionals seeking qualification. It was also found that the Pedagogical Course Projects (PPCs), Institutional Development Plans (PDIs) and Institutional Development Plans (PPIs) of IFMA incorporate distance learning concisely. Based on interviews with 18 education managers at IFMA, it was found that institutional managers perceive distance learning as an effective means of continuing education but identify structural and operational challenges for its full implementation and expansion. It was proven that the evolution of distance learning at IFMA reflects a significant growth in access to continuing education. However, it still faces difficulties regarding infrastructure, teacher engagement and institutionalization policies. It was found that the expansion of the institutional distance education policy at IFMA may contribute to the democratization of education in the state of Maranhão. To this end, it defends the thesis that distance education has been consolidated as a relevant instrument to democratise continuing education at IFMA. By offering greater flexibility and expanding access to professional qualifications, distance learning enables a growing number of people to obtain training without the limitations imposed by time and geographic location. However, its effective consolidation still faces significant challenges, ranging from the need to improve the institutional structure to more consistent integration into the institution's guiding documents, such as PPCs, PPIs and PDIs. Furthermore, the assessment of managers' perception of the impacts and potential of distance learning directly influences the implementation and expansion of this teaching modality.