INTRODUCTION: This paper aims to present a management model based on the concept of distance learning cell management, taking into account their specificities, mainly to allow the subjects involved (student, tutor, coordinator), condition in growing pedagogical and professionally, breaking boundaries of time and space. OBJECTIVE: To develop a management model based on the theory of cell management, which minimizes geographical gaps between headquarters and hub in regarding everyday didactic and pedagogical actions developed. In this context we aim to propose the creation of the position of Cell Manager that will be the principal task of effectively managing its cell, responsible for the role of manager and multiplier of the strategies established by the institutional plan. METHODOLOGY: This is an experience report which presents literature review analytically of qualitative nature. RESULTS: proposal for strategic structuring management of Mobile Cell in distance Teaching, in order to improve management practices at the poles through their cores, the intention is to minimize the perceived gaps in daily relationships in Distance Teaching and seeking to innovate their practices. CONCLUSION: We hope to contribute by improving processes, relationships, participative strategic management and above pedagogical actions in Distance Education.

This study was prepared by educational supervisors of poles of four courses, namely Bachelor of Environmental Engineering, Bachelor of Information Systems, Bachelor in Music Education and Pedagogy, in the distance from the Open University of Brazil at the University Federal de São Carlos (UFSCar-UAB). The intent is to report the experience of this oversight function based on the theoretical study by the educational supervisors during the first half of 2012. Among the major authors are studied: Jacques Delors3 that brings the idea of the century as one in which education has great potential to bring companies to their development; Howard Gardner9 dealing with the multiple intelligences that field working supervisors are possible to be observed in the profile of students and teams of Poles support face (face composed of tutors and coordinators of poles) and, Paulo Freire6 which provides the required knowledge and educational practice a dialogue at all involved in the teaching-learning process, especially in distance education. Through the reports of supervisors of the course compared to the reference made is possible to conclude that all see themselves as agents of change within the recent expansion of policies to expand higher education and distance education mode in Brazil, its function is important for good management the university and the potential of this work enables the improvement and quality of public university noted that the distance from the organization and management of everyday situations that do not always need resources bureaucracy which hinders the implementation of the work.

We describe the analysis of a course in distance mode for the use of Assistive Technology promoted through a Continuing Education Program for Teachers in Special Education from the Ministry of Education. Thus, we performed an analysis of documents (notices, references, manual) Course: Assistive Technology, Projects and Accessibility: Promoting Inclusion School (Course TA).The course objective is to support the development of theoretical and practical knowledge to the students in attendance target of special education in public schools.Thus, we believe that the demonstrations participant teachers are scoring on the need to participate in a process of continuous training on Special Education from the perspective of inclusive education.

To install a distance education course is needed deployment of presencial support points. This presencial support points depends of a basic physic structure and it management must compreends administration of human, tecnologics and administratives resources. However, this management is a problematic activity, just making more difficult the presencial support points operational activities. With objective to identify the arising difficulties of these management problems, it was performed a survey with several people envolved on a distance education course offered, envolving since the students until the higher education instituition. And, like a result of these identified problems, in this paper is proposed development of a software platform that offer control tools and allows a bigger integration between the presencial support points, the higher education instituitions and the students.

Through e-mails and messages posted on the platform MOODLE is noted a difficulty in communication and interaction between tutors and students attending the course Mathematics for Administrators in the distance the course of Public Administration at the Federal University of Sergipe. It is necessary to analyze the processes by which the interaction takes place between tutor and student, and this interaction influences on student learning, listing the main difficulties faced by them in the course Mathematics for Administrators. This article aims to draw an overview of the tutor-student interaction on the Moodle platform established the Center for Distance Higher Education (CESAD) in Mathematics for administrators during the period 2012.1. To that end, we collected all the material available on the Moodle platform that supports the Virtual Learning Environment (AVA)of this institution: texts, messages ready in the forums, chats and distance activities. We performed a qualitative analysis of discourse for the data collected and developed a framework among the main difficulties and possibilities for improvement of the points addressed. Correa (2007) emphasizes the importance of tools that provide clear and direct dialogue among the subjects of teaching-learning process in distance education. Was possible to verify some of the problems presented in the communication process of this discipline in the absence a tool that allows the inclusion of mathematical formulas and symbols on the MOODLE platform. The inclusion of tools to use mathematical symbols and formulas allow an improvement in learning, the development of abilities and assimilation of concepts by students through a greater possibility of interaction with tutors, making the communication process more clear and dynamic.

The Distance Education (DE) has grown significantly in recent years in Brazil, mainly for undergraduate and graduate students. Thus, the deployment and management in higher education institutions should strive for quality education, retention and loyalty of his students. This paper presents an analysis of how are aspects of management courses in distance mode in Brazil focusing on the manager in DE. Among the main study notes, bibliographical, it can be noted that the DE has a social role and its expansion is promising. There are few published studies on its implementation and management, and that they are on public institutions. The training is required of the manager as it is a function recently and is still being defined. If necessary he presents administrative knowledge, as well as a good academic curriculum, reality that Brazil is lacking.

The present work adopted as theorical and methodological guidance the research of qualitative nature, having as methodological procedure the bibliographical research. It aimed at analysing the Distance Education, direct or indirectly, in its different aspects: theorical, social, historical and political. With this study it is verified how the Distance Education became strong and continues to get stronger, by means of its own historicity and development, to the used and developed technologies, to the legislative contributions promulgated from the decade of 1990 in Brazil, as well as some propositions, in the sense of, contributing for the discussion in the policies of implementing the courses of this modality.

Introduction – The distance learning has an important role in social inclusion, training professionals for the job market. The same reasons that favor the entry of these students in distance courses act contrary and dropout rate remains high. The analysis of profiles of students and tutors it is important to understand the reasons for avoidance. Purpose – Knowing the current profile and the expected characteristics of the tutor sand students of distance education, in order to compare the ideal andreal, to understand the permanence of these actor sor not and the refore assessment of the direction of this mode of education in the training of professionals in the XXI century. Material and Methods - Study literature review, held from the survey articles indexed in the SciELO database, Medline, Lilacs. Conclusion - We conclude thatthe challenge sarevast for the distance education,particularlyin regard to technologie sand profile of students and tutors involved, suggesting are thinking of educational practice, in order to minimize the negative effects of this process.

The present study at the doctoral level, is in the initial phase of the Program Graduate School of Education UNESP, SP-Araraquara campus. That makes an analysis of government policies in distance education system through the Open University of Brazil (UAB). We present in this moment, the historical background of the creation and expansion of the system of the Open University of Brazil with emphasis on policies of expansion of higher education and also the degree in pedagogy courses offered by the partner universities of the University System in Brazil Open southeast. Among the main objectives of the study is to compare the Brazilian government policies of expansion of higher education with the management and characteristics of undergraduate courses in pedagogy. Partial results indicate a total 51 universities that offer degree courses in pedagogy at UAB system in Brazil, including 12 institutions in the Southeast.

INTRODUCTION: This paper aims to present a management model based on the concept of distance learning cell management, taking into account their specificities, mainly to allow the subjects involved (student, tutor, coordinator), condition in growing pedagogical and professionally, breaking boundaries of time and space. OBJECTIVE: To develop a management model based on the theory of cell management, which minimizes geographical gaps between headquarters and hub in regarding everyday didactic and pedagogical actions developed. In this context we aim to propose the creation of the position of Cell Manager that will be the principal task of effectively managing its cell, responsible for the role of manager and multiplier of the strategies established by the institutional plan. METHODOLOGY: This is an experience report which presents literature review analytically of qualitative nature. RESULTS: proposal for strategic structuring management of Mobile Cell in distance Teaching, in order to improve management practices at the poles through their cores, the intention is to minimize the perceived gaps in daily relationships in Distance Teaching and seeking to innovate their practices. CONCLUSION: We hope to contribute by improving processes, relationships, participative strategic management and above pedagogical actions in Distance Education.

This paper aims to discuss e-learning courses offered by Law State Academies such as School of State Attorney and School of Public Prosecution in order to provide professional development, update and train its staff. Short term courses and career related courses have been offered by Virtual School, as e-learning courses. The purpose, methodology and target public are different in each School. Due to the fact that many District Attorneys and Prosecutors live and work far from the capital, e-learning courses have become necessary and have been well accepted.

This article aim to describe about the repercussion and consequences of long distance education (EaD). The sources used in this study were testimonials from Ead tutors, Their Experiences, Thematics and the techniques used in the courses, as well as, the achievements of the students of this modality. Recent studies Indicates to problematization of long distance education (EaD), these in formations were utilized to strengthen the basis of this article. In this sence, Were Focused questionaments The Following: which are the Strengths and Weaknesses in EaD? What is the level of utilization by the students? This line of thought is Intended to show the Contribution of long distance education, which, taking many forms, Proposes new questions of institutional, social and pedagogical order. The method used was the quantitative Analisys. Considering that quantitative research is the most convenient way to deal with social issues, especially when there are, people, education, communication Involved. Therefore, it concludes that even with all technology used in Ead, this way of education / learning is still fragile in consequence of the large demand. In this conception, must step into the legacy of teaching certification as a subjective construct in the virtual ambient that is directly connected with the training and cognitive performance of citizens, who thus becomes in cultural capital. Because worse than a society unable to deal with the diversity of the development of information society is, graduating thousands and thousands of incompetent professionals each year because of low education level. Therefore a quality education will never be Reached through quantitative methods or / and frameworks.

This article presents the institutionalization of Presential Support Center at the Open University of Brazil – OUB, of Cachoeiro de Itapemirim City in Espirito Santo State, that has offered a contribution in the training of teachers and municipality administrative employees. It also shows the trajectory of the eleven years of Distance Education in the Espírito Santo State that began in 2001 with the Federal University of Espírito Santo through the Regional Center of Distance Education – Cre@d, and that currently is conveyed to the System Open University of Brazil - UAB, which proved the implementation of a Support Center in Cachoeiro de Itapemirim-ES. It positively has offered for the local population graduation courses, specialization and improvement courses that are offered by institutions of higher education recognized by the Ministry of Education, such as: Federal University of Espirito Santo - UFES and the Federal Institute of the Espírito Santo - IFES.

INTRODUCTION. In this study we propose to introduce a new perception of higher education of adults in the ODL mode, based on Andragogy, highlighting methods and didactics for Higher Education considering learning. Thus, Andragogy is the science that aims to facilitate adult learning and whose basic principles prior experience and self-concept, readiness and especially the motivation of learners. Then, highlight their differences regarding pedagogy and highlight the need to review the training of teachers, especially those who want to devote themselves to the education of adults in distance education. OBJECTIVE: To review methods and teaching relevant to the mode of adult learning and highlight how this science can contribute to successful learning in distance education. METHODOLOGY: This is a review of the literature analytically and documentary, qualitative. RESULTS: can infer that the Andragogy, is already embedded in the academic context need but an expansion, and their inclusion in teacher training courses. Because of the complexity and the limits of his understanding, this study represents an initial effort to address the issue and present possible alternatives to the current debate, without pretending to exhaust the subject. FINAL CONSIDERATION: it is noteworthy that the choice of this topic was motivated by the observation of the authors, rather than the pedagogical practice of distance education, inferring significant value for understanding, interpretation and applicability in higher education, with a view of adult learning in distance education.

This study presents an extract of the "Teacher Education and Information and Communication Technologies" group participatory research, linked to the Laboratory of Educational Technology of Universidade Federal Fluminense. It evidences the creation of presence support centers to the Open University of Brazil, its centers coordinators and implementation of official evaluations of these centers in the Northeast region. Data from this survey that was conducted in three regions: South, North and Northeast were up composing a path that included interviews pre-structured, cross visits, evaluation questionnaires, monitoring in virtual environment Moodle *, reading reports and analyzes data . We going to delimit in this article an overview of the Northeast region, to situating the educational context in which the centers are located attendance, along with a brief historical context of public policies that emerged in the Open University of Brazil. The result allowed the structure, functioning and demands of the centers of the states of Maranhao, Rio Grande do Norte and Piauí participants of this research, representing the region as a whole: the profile of the 28 (twenty-eight) centers coordinators and especially the basic aspects for evaluation qualifying center. The survey also bring contributions for the qualification evaluation of the centers supporting classroom can contribute to reflections on the definition of public policies aimed at training teachers, especially those that use of distance education, such as the Open University System Brazil.

This paper presents the Project of the Development of Information and Communication Technologies (ICTs) in undergraduate classroom developed by the University, from resources of the Bid 15 DED/CAPES for the integration of technological tools in everyday teaching practice, enabling professors to use them and supporting them in the production of educational content and teaching materials. The objective is to bring the language of educators (that use technology) to the language of the students (that grew up with technology) in order to converge to the Digital Wisdom. Therefore, the project was structured around three guiding principles: (a) Human Resource Training; (b) Production of Educational Content and Instructional Materials and (c) Offer of disciplines with the use of ICTs. The evaluation process will be established through the analysis of the results obtained by applying the tools and the generation of indicators.

Introduction: For some time, we have reduced the perceived knowledge of stakeholders in Distance Education (DE) in relation to planning didactic-pedagogic preparation for a course of this type of education. Based on this concern and in theoretical and practical about these issues, we propose the present work. Objective: Advise how to prepare a syllabus of a discipline of distance education in Post-graduate studies at a public university in order to draw attention to the need to enable the student, future teacher, basic knowledge about distance education and discuss topics concerning basic constants of this planning its construction, from themes and having as background the interactionist approach. Methodology: A qualitative study, a descriptive-analytical and documentary. Results and Final Thoughts: It is observed that the use of axes facilitates the understanding of the curriculum and allows for greater flexibility, formed from the interaction with the student. It is extremely important that production regarding the training of teachers / tutors / students in distance education, considering the key elements of planning as well as the disclosure of such disciplines amid Public Institutions of Higher Education.

INTRODUCTION: We propose to introduce collaborative learning as a teaching strategy resulting from social interactions and advancement of NTICs that, being in constant improvement is shown by the breakdown of complex paradigms that imposes involved in distance education. OBJECTIVE: To understand the socialization of knowledge leads us to a collaborative learning and distance education provides the knowledge socialization, without a perspective of distance education, in order to show the distance through the commitment and interface technology present in this mode, making a challenge for the educator effective the learning process. METHODOLOGY: This is a literature review of analytical and documentary form, of a qualitative nature. RESULT: with the new ICTs, the possibilities for learning in different contexts in virtual learning environments, raise questions about how to study it. Learning changes with the construction of knowledge that is dynamic and shared, enabling new forms of practice education, enhancing students' skills through cooperation and collaboration. Subjects that will lead us to reflect in this paper that underlie the subject enabling future research to be a constantly building and updating.