Distance Education has grown significantly in Brazil, with an increase in the number of public and private higher education institutions offering courses in this modality. This reflects concern about the quality of teaching and the training of new professionals through distance education courses. Studies that can highlight the knowledge produced in the area, revealing trends and characteristics, can drive new discoveries and innovations that favor the quality of training and contribute to the development of the area. The purpose of this study is to present an overview of the scientific production in distance education, contained in theses and dissertations, in the state of Pernambuco. Our objective with the study is to return data that we consider important in favoring the generation of indicators of knowledge production in the area of distance education, and we believe that the results will provide information that will help in the development of new studies that discuss distance education and contribute to the development of the area.

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Withthecreationofthecurrent Penal Execution Law (nº 7.210), educationalassistance for prisonersandinterneesofficiallybecame a strategyaimedatcontributingtothereturnoftheseindividualstosociety, thanksto its “reforming” character. The Brazilianprison system, however, hascharacteristicsthatmake it difficulttoenforcethisright – a scenariothatiseven more complex in the case ofaccesstohighereducation. Weaimedtoresearch a briefcontextualizationoneducationalassistance in theprison system of Pernambuco, discussingthemainaspectsthatinfluencetheaccessoftheincarceratedpopulationtohighe reducationat a distance, andanalyzingthreeexperiencesthatcancontributetoindicatingpossiblewaysto improve therighttoHigherEducationawayfromthispopulation. For this, a narrativebibliographicreviewwillbecarried out onthesubject, alsomobilizing data presentedbyofficialbodiesandrelevantlegislation. The studywillcarry out semistructured interviews toanalyzethelegislativeadvancesandtheparticularitiesofeachPrison Unit andthecircumstancesexperiencedbypeopledeprivedoflibertytobeableto continue theirstudies, mainlyDistanceHigherEducation. The infrastructureconditionsandcontradictionsinherenttotheprison system willalsobeelementsanalyzedwheninterviewingthe managers oftheExecutiveSecretariat for Resocialization - SERES, marking out whatcontributestothisscenario, harmingorfavoringtheeffectivenessoftheeducationalassistanceprovided for bylawandtheaccessofthepopulationlockedintohighereducation. At theend, observe thesepilotprojects, developed in Pernambuco, andindicatepossiblewaystoovercomeatleast some oftheseobstacles. Keywords: Students' Conceptions, DistanceEducation, DistanceHigherEducation

Recently, there has been an increase in conscious efforts to mitigate the negative impacts on the environment caused by new information and communication technologies. Green Information Technology then emerges, also known as Green IT, which can be defined as a global movement that combines Information Technology with sustainable practices, bringing various benefits to organizations and institutions, such as cost reduction and environmental awareness on the part of individuals. . Green IT is not limited to specific actions. It has a vision of a sustainable culture and presupposes educational processes that develop conscious citizens who are socially committed to the environment. Considering the transformative role of UFRPE in student training and the importance of developing the theme of environmental sustainability across undergraduate courses, this research has the general objective of proposing the adoption of Green IT as a pedagogical component for undergraduate courses in distance learning modality from the Federal Rural University of Pernambuco (UFRPE). This study is characterized as applied in nature, with a qualitative approach, at an exploratory-descriptive level, and used bibliographical research (Systematic Mapping of Literature), documents and case studies. After analysis and discussion of the results obtained in the MSL, the data presented demonstrate a lack of studies on the subject, which contrasts with the importance and urgency of environmental issues. Furthermore, it was noticed that the environmental/Green IT theme is still incipient in the curricular matrices of undergraduate higher education courses. Regarding documentary research, we concluded that the Pedagogical Projects of the Courses analyzed still need a more attentive look with regard to the inclusion of content and pedagogical practices focused on the environment and sustainability in their curricula. It is concluded that socioenvironmental education must be comprehensive, critical and practical, preparing future graduates to be agents of change in their communities and in their professions.

This work aims to show the importance of technology and university extension
practices in higher education in distance learning courses. In order to encourage the
creation of an alternative space for the inclusion of access to university extension
through a prototype of a virtual toy library promoting knowledge, playfulness and
learning for the experience of teachers and extension students of the Pedagogy
course, reflect on the view of students of the Distance Learning Degree in Pedagogy
on the importance of participating in extension projects, focusing on the extension
project of the Leonardo da Vinci University UNIASSELVI. It presents the historicity of
University Extension in Brazil and at UNIASSELVI, in order to understand its objective
and function in the panorama of higher education. This is an applied research,
exploratory in nature, with a qualitative approach.To carry out this investigation, a
bibliographic research was chosen that allowed the extraction of sources related to the
theme of the research, published in books, scientific journals and documentary
research. This research is still considered a field, with emphasis on the state of
knowledge or state of the art. The survey of research and publications on virtual toy
libraries were researched through the following portals: The Scientific Electronic
Library Online (Scielo), Brazilian Digital Library of Theses and Dissertations (BDTD)
and the catalog of Theses and Dissertations of the Coordination for the Improvement
of Higher Education Personnel (CAPES), considering the last five years (2014-2019).
The data collection instruments chosen to carry out the research are the State of the
Art and documentary observation and semi-structured interviews. The subjects of this
research were the professors and extension students of UNIASSELVI, Parnaíba-PI
pole, who participated in the Project of University Extension "Toy Library: space of
knowledge and playful experiences". With this research it is expected to create a
prototype of a Virtual Toy Library and contribute to reflections on university extension
as a space for teaching, scientific research and learning, favoring the construction of
outreach community projects in distance education courses.

Learning Analytics (LA), commonly translated in Brazil as Learning Analytics, aims to support decision-making by managers and teachers on crucial issues affecting students, such as dropout, based on data analysis, as well as improving teaching and learning processes. This is a qualitative research study that aimed to investigate the implementation of Learning Analytics in a private higher education institution in the Northeast of Brazil, regarding the problem of dropout. The research was conducted at a private Distance Learning Higher Education institution in the Northeast region of Brazil, including Faculdade Malta, located in the city of Teresina - PI. Three managers, four teachers, 10 students and four tutors from the institution participated in the research. The results showed how important it is to discuss educational data and how significant its use is within the Higher Education process, for improving teaching and learning. It is concluded that among the reasons that can lead to dropout in higher education, the following were cited: lack of interest, lack of access to the internet, lack of skills with technologies, absence of the teacher, lack of greater monitoring by the tutor, work, family and mainly due to the economic factor. Therefore, learning analytics is a way to monitor the student's profile more accurately, through their data, so that all the reasons that lead to dropout from the course can be solved.

The Distance Education modality (DE) has been growing exponentially in the world, and in Brazil this scenario is no different. The use of virtual learning tools and active teaching methodologies have potentiated synchronous and asynchronous interaction and this has increasingly attracted an audience interested in higher education or professional development. However, despite this growing phase, this modality has presented worrying rates of dropout that are related to a multiplicity of factors intrinsic to the institution, the course, the student and even the external environment. Therefore, this study aimed to identify the main factors related to evasion in distance learning of management courses in a private HEI in Recife/PE. The methodology used consisted of the application of a structured questionnaire applied to 372 students who dropped out of the course before the end of the course and also the use of exploratory factor analysis via SPSS to process the results. Thus, with a Chronbach's Alpha of 0.966 for the questionnaire's reliability test, the results revealed that the courses with the highest number of dropouts were business administration, logistics, commercial management, marketing and management processes. The main reasons for dropping out were: difficulty in accessing content, lack of knowledge about how the modality works, financial problems and various personal, professional and academic difficulties that ended up making it impossible to continue the course. But surprisingly many reported that they intend to one day return to the course. Thus, it was possible to conclude that institutions need to be more attentive to all aspects that involve the student during their training process at graduation, especially in the first semesters, as these are the moments in which they are adapting to the modality and consequently more prone to give up.

Youth and Adult Education is a teaching modality that was regularized with the LDBEN - Law of Directives and Bases for Education nº 9.394/1996, however, the subjects of Youth and Adult Education appear since the first half of the 20th century. Government programs arise to attend this population, consequently, the training of teachers for this modality is a necessity. With the technological and scientific advances, the classroom demands another format and the Active Methodologies, such as the Inverted Classroom, contribute to a protagonist and active student. Thus, teacher training becomes fundamental and the use of Distance Education in teacher training comes to meet the demands of professionals who need qualification, but do not have time to travel. The general objective of this research is to propose distance teacher training on Inverted Classroom, considering the pedagogical demands of Youth and Adult Education; and based on the hypothesis that the EJA teachers researched in this investigation do not use the Inverted Classroom in their classes and the perceptions of the teachers researched reveal the weaknesses of continuing education programs focused on Active Methodologies, such as the Inverted Classroom; The specific objectives were to characterize the profile and perceptions of teachers about the flipped classroom for Youth and Adult Education; to deliver a distance learning teacher training course for Youth and Adult Education teachers about the flipped classroom; to elaborate didactic material about the flipped classroom, prioritizing learning trails in the scope of teacher training for Youth and Adult Education. The methodology used was applied, with a qualitative approach, characterizing a case study, which used as methodology of analysis the Content Analysis, defined by Moraes (1999). As instruments of data collection, a semi-structured questionnaire was used. The development of the course "Inverted Classroom in EJA: what is it and how to implement it?" was based on the theoretical framework of this research and on the results of the collection instrument that revealed the need for teacher training in this Active Methodology. The course was organized and taught in the Virtual Learning Environment, Moodlle - UFRPE Extension and the didactic material "E-book Sala de Aula Invertida em Conexão com as Demandas Pedagógicas da EJA" was built according to the course program. Both are part of the Educational Product of this research.

The distance modality, understood as a proposal for public policy of affirmative action, makes it possible to reduce existing inequalities in access to higher education when reaching different levels of training. When we observe its characteristics of flexibilization of the relationship between time and space, the reduction of financial investment in some cases allows the distance modality to be thought of as a public policy of affirmative action that enables social mobility for different groups, enhancing access and strengthening of traditional communities. , among these, the quilombola communities. This dissertation project aims to seek the strengthening of black identity in the context of higher education, through the discussion and investigation of affirmative action policies and the distance education modality to be considered an affirmative action under construction, expanding the debate at UFRPE. It was delimited in the guiding question: What is the vision of institutional managers of the Federal Rural University of Pernambuco and the leaders of quilombola communities about Distance Education as an affirmative action for the strengthening of black identity? In its theoretical framework, three general sections and their detailed subdivisions will be worked on throughout the development of the research, they are the main ones: 1 What is the vision of institutional managers at the Federal Rural University of Pernambuco and the leaders of quilombola communities about Distance Education as an affirmative action for the strengthening of black identity? In its theoretical framework, three general sections and their detailed subdivisions will be worked on throughout the development of the research, they are the main ones: 1 What is the vision of institutional managers at the Federal Rural University of Pernambuco and the leaders of quilombola communities about Distance Education as an affirmative action for the strengthening of black identity? In its theoretical framework, three general sections and their detailed subdivisions will be worked on throughout the development of the research, they are the main ones: 1 - Affirmative Action Policies in Federal Education Institutions; 2 - Affirmative Actions and Black Identity; 3 - The Role of Distance Education as Affirmative Action for the strengthening of Black Identity. Considered an applied research with a predominantly qualitative approach, at an exploratory, descriptive level, using bibliographic research and document analysis. Having as a scenario and subjects: UFRPE with institutional managers and Quilombola Communities with their leaders. For data collection, an electronic questionnaire and a semistructured interview (online) will be used, through the video communication tool. Google Meet for its realization and recorded with the authorization of the participant. The use of the Categorical Content Analysis technique will prevail as a data analysis method, anchored in Bardin, in addition to the use of technological tools (transcription) that allow the organization and treatment of the information provided in the interview participants' testimonies. It is expected that the proposal presented will bring positive contributions to the research universe and also outside it, in the midst of existing implications (social, psychological, economic and cultural) in its various aspects, insisting on compromising the construction of identity.

In the context of the SINAES Law, Law nº 10.861, of April 14, 2004, the Instruments for evaluating undergraduate courses, published in 2017, assigned to the Structuring Teaching Nucleus (NDE) the responsibility of endorsing the adequacy of basic and complementary bibliographies contained in the Pedagogical Projects of Undergraduate Courses (PPC). In this perspective, the main objective of this research was to analyze the process adopted by the Structuring Teaching Centers (NDEs) of the Academic Unit of Distance Education and Technology (UAEADTec) of the Federal Rural University of Pernambuco (UFRPE), in the validation of basic and complementary bibliographies, during the preparation and updating of graduation PPCs. Data collection was carried out through questionnaires applied to the presidents and members of the NDEs and through semi-structured interviews with managers. Data analysis was performed using descriptive statistics for the closed questions of the questionnaire. For open questions and semi-structured interviews, Laurence Bardin's content analysis was performed using the thematic analysis technique. After analyzing and discussing the results obtained, the data presented revealed little knowledge of the research participants about normative acts. Among those who know, a significant majority considers that they do not attend distance education courses. Likewise, they consider that the collections of the SIB-UFRPE and the libraries of the on-site support centers do not meet the demands of the UAEADTEC undergraduate courses. They also revealed a lack of knowledge about the channels of communication with SIB-UFRPE and with the centers' libraries. We hope that this research will contribute with the NDEs and with the SIB-UFRPE in defining criteria and guidelines that promote the formation of bibliographic collections consistent with the demands of the academic community.

This dissertation aimed to analyze how the Pedagogy of Multiliteracies and Multimodality are present in the discipline of Textual Genres and Teaching of the Portuguese Language of the Degree in Letters course in the semesters 2019.1, 2019.2, 2020.1, 2020.2, 2021.1 and 2021.2, in the AVA of UAEADTec - UFRPE. In the analysis, we tried to verify how the multimodal language and the semiotic resources are available in the structure of the discipline and how the Pedagogy of Multiliteracies is inserted in the teaching plans and in the pedagogical practice. The methodology adopted was qualitative at the descriptive-explanatory level with a case study, documental analysis and bibliographical research. For data collection we carried out direct observation in the discipline in a non-participant individual way. The professors indirectly participated in the research by making available the classes elaborated in the AVA-UFRPE. As a theoretical basis, the dissertation was based mainly on the four axes of Multiliteracy Pedagogy and Multimodality. We observed in the analyzed semesters that, in the structure of the discipline, written language still predominates, with little or no visual resources such as image, sound and color. As for the teaching plans, we observed that not all proposals thought of in the plan are carried out in pedagogical practice. We found axes of the Pedagogy of Multiliteracies in the teaching plans, but that were not put into practice and axes in the practical activities that we did not find in the teaching plan. We conclude that the disciplines in the AVA in their structure and teaching plan can contemplate the Pedagogy of Multiliteracies in a more intense way that allows for greater dynamics and interactivity, that the activities are closer to the student's reality, taking into account the contemporary changes that require of society different ways of thinking, acting, reading and interpreting, going beyond the written text. As a product, we elaborated an online course proposal that contemplates the axes of the Multiliteracy Pedagogy and the multimodality in the pedagogical practice in the VLE.

Distance Education (EAD) has become one of the main teaching modalities in recent years, providing accessible and flexible learning opportunities for students from different parts of the world. It is known that educational software plays a key role in supporting the teaching and learning process. With this, it is necessary to evaluate these resources, becoming an essential action to ensure that they meet educational objectives and offer an effective and enriching learning experience. Evaluating educational software is a vital component of successful E-learning. With this evaluation and analysis of the usability of the VLE, it will allow the executing professor of a certain institution of higher education in Recife to select the right tools that best align with the educational objectives, the needs of the students and the context of the courses. With that, the research question arises: What are the perceptions of the executing teachers in relation to the usability of the virtual learning environment “Blackboard”? This investigation has the general objective: to analyze the perception of the executing teacher in relation to the usability of the virtual learning environment “Blackboard”. This is a qualitative research, as a case study. As a data collection instrument, two online questionnaires were applied to the 18 executing teachers of a higher education institution in the city of Recife/PE. For data construction and analysis, a descriptive analysis and content analysis were performed. By evaluating the usability of Blackboard, the performing teacher will be able to enhance the e-learning learning experience and provide students with a quality, stimulating, and meaningful online education. The usability attributes investigated in this research were based on the analysis of the attributes suggested by the author Nielsen (2000), and what can be seen, according to the analysis of the data obtained, is that the functions performed by the executing professor of the institution, within Blackboard can be easy to learn, easy to memorize, generally efficient in use and user satisfaction. As much as the access/login to the VLE and the scheduling and cancellation of web classes show some errors, however, the other actions are easy to learn, allowing teachers to focus on planning and conducting classes, instead of worrying about with the complexity of the tool. Andragogy, a term coined by Malcolm Knowles, is the theory of adult education, and differs from pedagogy, which is aimed at children and adolescents. When considering the particularities of adult students, Andragogy emphasizes autonomy, experience and relevance in the learning process. For teachers who work in the context of Distance Education (DE), incorporating the principles of Andragogy can increase the effectiveness of teaching and improve the engagement of adult students. By considering autonomy, prior experience, readiness to learn, learning orientation, intrinsic motivation, and socially based learning, performing teachers can create more effective, meaningful, and enriching learning environments that promote personal growth. and professional role of adults in their educational processes.

ABSTRACT
This dissertation is the result of prospecting in a higher education institution on dropout
within the current context of the COVID-19 Pandemic. We sought to contextualize the
vision of institutional managers and coordinators of undergraduate courses in the
distance education modality. In this way, it was proposed to investigate the factors that
affect the phenomenon of dropout and abandonment of students of the Degree in
Pedagogy, Bachelor of Administration and Degree in Physical Education in the EAD
modality, at Faculdade SUCESSO, which is headquartered in the city of Água Branca,
State of Piauí, evaluating this context from the perception of course coordinators and
institutional managers. It also measured the use of ICT for institutional use in the fight
against academic dropout, in addition to the competition of other factors with a time
factor, the autonomy of the student and the reception of the institution, among others.
This is a qualitative research approach and, in terms of objectives, descriptive. As for
the technical procedures, a bibliographical, documentary and field research, with the
application of questionnaires to the coordinators and semi-structured interviews to the
institutional managers. The theoretical framework of the research is based on the
works of Moore and Kearsley (2013); Maia and Mattar (2007), Freire (2013), Neves
(2013) and (ESTRELA, 2018), among others. The data collected and analyzed,
allowed us to conclude that, as in other studies carried out by other researchers, for
the specific case of Faculdade Sucesso, the main factors that impact dropout/stay are
the teacher/student relationship, the time factor, skills and technological skills of
students, institutional reception, among others. Thus, there is a need for the
institutional management of the faculty to make efforts to improve the management of
the three dimensions of distance education, namely administrative management,
infrastructure management and the management of the teaching-learning process,
promoting a greater interaction and transparency between the actors of the educational
process, namely, students, teachers and institutional management.

Distance Education has numerous peculiar characteristics and one of them, which is the object of concern and work on the part of the management, management and coordination of distance learning courses, is the didactic material, considering that most students, due to financial problems , lack of social and digital inclusion, have access only to printed didactic material, or made available in digital format, such as PDFs, which is the case of the distance technical courses of the EaD Pernambuco Program, which were the object of this research. The motivation for this work was directly linked to the researcher's coexistence with actors from the face-to-face support center of the EaD Pernambuco Program in the city of Arcoverde, in the interior of the State, among students, tutors and the center coordinator, who revealed the many difficulties of the students who contribute to the decision to abandon the course, including the language of the program's teaching materials, which are made available virtually to students through the PDF resource in the virtual environment. The teaching materials of this modality need to talk to the student, interact and motivate him, considering that in this model of education, students are demotivated due to the lack of constant interaction with other colleagues, being one of the highest dropout rates, according to data. from the last EaD Census. Our research focused on the distance technical courses of the EaD Pernambuco Program, specifically on courses with higher and lower dropout rates, in order to investigate the relationship between language practices and dropout, taking into account the following guiding question: How are the practices of language presented in the teaching materials of the Interior Design and Administration Courses of the EaD Pernambuco Program can influence students' dropout rates? We used the application of a questionnaire sent via e-mail to the target audience using anti-spam tools, having collected 83 responses that were analyzed in order to understand the perception of students and graduates about the program, the teaching materials of the courses, to to guide the creation of the product of our research, which was a distance course, available in the virtual extension environment of UFRPE, entitled "How to prepare didactic materials for EAD", which reached 41 subscribers and 11 graduates. The course reached its objective from the moment it was opened, not only for professors of the Program under study, but also for professors from other institutions, as well as for those interested in the area who yearn to become professors or developers of didactic materials for the EAD. One of the conclusions of the work was that, despite not being a main factor that influences the abandonment of the course, the language practices present in the teaching materials are a secondary factor that directly impacts the abandonment of the course, and the difficulty faced by the student. in the handling of teaching materials, whether printed or made available virtually, needs to be observed and treated by the multidisciplinary teams of the distance learning courses, as well as by the program management, so that the authors of these teaching materials of the distance technical courses are trained, considering that We stopped at this clipping.

Research on the understanding of the collective work of individuals in the educational process in Distance Education - EaD is not recent. Some authors (LÉVY, 1999; BELLONI, 2003; ZUIN, 2006; CORTELAZZO, 2008) bring this questioning in order to explain the division of teaching activities in the field of distance education. More recently, the concept of “policy teaching” (MILL, 2014) is being used as a way to understand this collective work, comprising the articulated set of professionals who work, in a multidisciplinary way, in the realization of teaching-learning activities in EaD. The main objective of this investigation is to analyze the perception of teachers about polydocency in the context of the e-Tec Brasil network, considering the context of continuing education of teachers in Distance Education - EaD. The conceptual bases are based mainly on authors such as Keegan (1983), Belloni (2001), Filatro (2008), Michael Moore and Greg Kearsley (2010), Mill (2010), Tardif (2014), Chiaradia (2016), Pasquali (2016), Veloso (2018), Ferreira and Corrêa (2019) and Costa (2020). In these theoretical approaches, the identification of the construct took place from a systematic literature review in the Brazilian Digital Library of Theses and Dissertations (BDTD), Academic Google (Google Scholar) and SciELO (Scientific Electronic Library Online) databases and search of qualitative nature with an exploratory character, articulating elements that make up the concepts of teaching in EaD, continuing education and polyteaching. For this purpose, two longitudinal mixed questionnaires were applied, with open and closed questions, elaborated through Google Forms. The application of the questionnaires took place interspersed, considering the stage before the continuing education course and after the training process, under the light of the concept of polyteaching. The research was conducted at the Distance Education Center of Colégio Dom agostinho Ikas of the Federal Rural University of Pernambuco (NEaD/CODAI/UFRPE) which offers courses in Professional and Technological Education (EPT) within the scope of the e-Tec Brazil Network. The number of guests, via email and WhatsApp social network, to participate was 45 professors, however, 33 professors agreed to participate in the research. The collected data were subjected to content analysis. All respondents have a postgraduate degree – with 60.6% at the doctoral level, with more than eight years of classroom time in the on-site modality and between four and eight years in the distance modality. All respondents identified difficulties when entering the distance education modality, as well as highlighted the importance of continuing education to help teaching practice in distance education. Before continuing education, less than 10% knew the meaning of polyteaching, and 18.2% believe that there is a more important teacher on the team. We consider the need for further research and analysis, with samples from different institutions, mainly at the technical level, in order to gain a broader understanding of the authors' scenario in EaD. Continuous processes of continuing education are needed to improve the multidisciplinary work of the EaD team and new ways of seeing all authors of the distance modality as a single group and of equal importance within the teaching-learning process.

The business environment marked by fierce competitiveness has been undergoing constant changes, especially due to the digital transformation. The adequate response to this environment passes through people, therefore, developing them in managerial skills becomes of paramount importance. Thus, Corporate Distance Education (ECAD) emerged to align the training of partners and managers with the objectives of small companies. One of the reasons detected by SEBRAE surveys for the high mortality rate of micro and small companies, with up to two years of existence, 23.4%, was the lack of investment in managerial training. In such a way that education acquires a strategic character in organizations. This study assesses whether ECAD contributes to achieving these goals. This research investigates whether entrepreneurs from Small Businesses (EPP) considered the management training methodology through Distance Education (EaD) to be valid. The theme was approached through quantitative and qualitative research. As for nature, applied, exploring a real problem and with immediate application. As for the objectives, it was exploratory and descriptive. As for the technical procedures, it was done through bibliographical research, documental research and field study. Almost all interviewed entrepreneurs responded favorably to the expansion of the EaD modality, with 97.1% of the total responses and the training of entrepreneurs through EaD was considered a valid modality by 42.9% of the interviewees and very valid, by 37.1% of respondents. It identified the demands for business training in order to guide Training and Development (T&D) institutions in offering courses through EaD, aimed at training these entrepreneurs, in topics related to business management, education and innovation. Regarding the difficulties in carrying out this study, there were just a few obstacles to obtaining qualified and detailed information. The surveys were considered satisfactory as a contribution to the enhancement of ECAD.

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There is no longer any doubt that the future of distance education has arrived, and it has also arrived for public safety, through the creation of the Rede Virtual EAD SENASP. It sponsors almost a hundred courses, including the Community Police Course. It aims at training military police officers in the Community Police Philosophy. As informed by the master tutors of SENASP, in Pernambuco, 4,898 (four thousand eight hundred and ninety-eight) military police in the state have already took part in this course. Considering this, based on the particular experience of this researcher, this paper aims to investigate whether the aforementioned course, offered in the distance learning mode by the Rede SENASP, modifies the military policeman's view in relation to society, starting to present the philosophy of community police as the focus of their work. During the study, a theoretical framework was developed to present the main concepts related to the theme, passing through theorists of distance education and community police philosophy. The research was developed by sending a questionnaire built on the “Google Forms” tool and forwarded to the network of contacts of the researcher and groups of military police officers on social networks, using the Likert scale model. The form was distributed indistinctly. However, the modality of the Community Police Course of SENASP in which the police officer had participated was inquired: on-site education, distance education, on-site and distance education or even if he did not participate in the Community Police Course. All participants were asked to respond about the main attitudes related to police action, which would demonstrate their perceptions about the community. The responses sought to point out whether the policemen who participated in the Distance Community Police Course, from the rede EAD SENASP, assimilated the Community Police Philosophy, this being signaled by the change in their perception and way of acting in relation to the community. The research showed us that all the policemen surveyed presented, to a certain extent, a perception of the community consistent with that of the Community Police Philosophy, whose grades in each questionnaire applied to a general average ranking give us results that would provide all policemen with work within the concepts community police. The students who are the focus of our research, the graduates of the EAD course, from the Rede SENASP, when confronted with a series of questions, which go against the practical performance of the military police, reached a score that allows us to affirm a change regarding the perception in relation to society. In this context, we verified the need to move forward in assimilating the community police philosophy, through the development by the student who graduated from the community police course at a distance, of a planning for the implementation of a community police project, with certification issued by specialists in the subject.

The present work discusses an agenda that for years has had repercussions on the sedimented and fragmented Brazilian educational system, its historically cherished repercussions on the discrepancies, between theorization and practice, of a teaching delivered in the middle of the 21st century. However, the challenge presented in this research follows a path of purposeful action with a focus on active learning, integrated into the theoretical curricular foundations of the Recife Municipal Education Network (RMER) and technologies as a facilitator for teaching and learning. It was noticeable that such technological and pedagogical investments would not result in an impact stage for learning, remaining in the sphere of teaching conducted by the “old” traditional practice of education, triggering the permanence of passive students and educators transmitting knowledge. Thus, the general objective of this dissertation was to implement a teaching proposal based on active learning integrated with technologies. The public served for the experiment was fifty students, from the General Emídio Dantas Barreto Municipal School, of the Recife Municipal Education Network (RMER). These students and teachers were invited to participate in the Experimental Project: Space for Technological Innovation for Basic Education, full-time, located at CETEC. In this space, the students were accompanied by twenty-four educators and eight interns. The study carried out together with the Federal Rural University of Pernambuco (UFRPE), by the Master's Program in Technology and Distance Education, brings in its core the interfaces in the improvement of an intrinsic process, observing the triad of an intervention posed by a model of teaching, supported with a focus on active learning, instigated for students. In which it is characterized by pedagogical and technological integration, being offered in different learning spaces. The proposal is supported by an alliance with progressive, holistic and constructivist characteristics, pointing to teaching based on learning by doing. Among the various results of this experience, we can highlight reflective teaching transformations about the stages that constitute Teaching-Learning and the observance of pleasant, instigating, collaborative and participatory learning by students.

School evasion is the breaking of the link between students and schools before the completion of a certain level. This fact is one of the major obstacles to the successful implementation of educational policies mainly in distance education (DE). In this sense, this study aimed to analyze the causes of evasion in DE courses at the Federal Institute of Piauí (IFPI) Floriano campus. The objectives of this study were to interpret the socio-cultural and technological profile of IFPI students at Floriano campus, identify the main causes of evasion in DE technical courses at that campus and propose pedagogical and technological innovations to reduce the dropout rate of DE students of technical courses. This study is characterized by an interpretative vision, with both a quantitative and qualitative approach. It has an exploratory quality and adopted the action research - in view of the involvement of the researchers with the participants - and the case study as a methodological strategy. The types of research used were bibliographic and field research. The Collection instruments were the questionnaire, the interview and follow-up through the WhatsApp application. Participated in the survey students of technical courses in Occupational Safety and technical courses in Legal Services offered through the distance modality, totaling 200 students. It was established, at the time of admission, that the Occupational Safety course had 57% of male students, more than half were above 27 years of age and 59% held paid jobs. In the legal services course, most of the students were female and 43% of them performed remunerated activities. The most commonly used technological resources were "WhatsApp", followed by e-mail, in addition to wiki and Webquest, which were the least used. Regarding the absentees, it was found that circumvention of female students is higher and that 49% of dropouts do not work. Among the key elements for students to stay in school are the acquirement of a certificate, interest in the professional career and entering the labor market. The major detected causes for dropping out were difficulty to balance the DE course with paid work or the DE course with the classroom course, lack of time to study and technological problems. It is suggested that DE professionals should reflect about the pedagogical possibilities of technological resources, carry out specific courses in DE, create a virtual library and perform monitoring of students. As a result product of the research was created an info-graphics bank with strategies to prevent evasion. Finally, it is advised the use of WhatsApp, email and other resources as tools to support teaching.