O curso de licenciatura em pedagogia à distância na última década (2014 - 2024): o que retratam as produções científicas?

Abstract

This article aims to analyze academic publications (theses and dissertations) available in the Brazilian Digital Library of Theses and Dissertations (BDTD) that address the initial teacher education in the Pedagogy undergraduate program offered through distance education (EaD) in Brazil between the years 2014 and 2024. The research, qualitative in nature, is based on the method of documentary analysis. The objective is to identify trends, challenges, and conclusions present in academic productions on distance education. The discussion is grounded in authors such as Hernandes (2017), Dos Santos and Menegassi (2018), Costa (2018), among others, who present the historical development of distance education in Brazil and critically reflect on the quality, democratization of access, and the limitations of this modality. The results point to contradictions between expansion and quality, as well as weaknesses in course organization and teacher education. In conclusion, we problematize the Pedagogy distance education programs, reinforcing the need for public policies that ensure solid and critical training for future educators.