Abstract
Resumo: A pesquisa apresenta o curso de extensao a distância em Educacao Integral e Integrada oferecido pelo Setor de Educacao em parceria com a Coordenacao de Integracao de Politicas de Educacao a Distância da UFPR, e discute possiveis alteracoes em sua estrutura que possibilitem sua adequacao ao universo da escola integral. O curso, com 260 horas/aula distribuidas em dez modulos, foi desenvolvido nos Polos UAB de quatro municipios paranaenses e um gaucho. De um total de 330 alunos inscritos, 212 iniciaram o curso e destes, 106 alunos o concluiram e tiveram direito ao certificado. Analisam-se os aspectos positivos e negativos do curso referidos pelos alunos nos formularios de entrada e de saida fornecidos pela SECAD/MEC. Conclui-se que a oferta de praticas pedagogicas presenciais, intercaladas aos modulos a distância, e a obrigatoriedade do TCC centrado no universo imagetico foram consideradas fundamentais para a formacao de professores atuantes em escolas da rede publica de Educacao Basica, contribuindo para a implantacao e o desenvolvimento de programas de Educacao Integral e Integrada. Palavras chave : Educacao integradora; Educacao integral; Extensao universitaria; Educacao a distância. Abstract: The research presents the extension course in distance education offered by the holist and Integrated Education Sector in partnership with the Coordination of Integration Policy for Distance Education UFPR, and discusses possible changes in its structure enabling its adaptation to the world of full-time school. The course, 260 hours / class divided into ten modules, was developed at the poles UAB four municipalities of Parana and Rio Grande do Sul. From a total of 330 students registered, 212 started the course and of these, 106 completed and the students were entitled to the certificate. It was analyzed the positive and negative aspects of the course referred to by students in the forms of input and output provided by SECAD / MEC. It is concluded that the provision of classroom teaching practices, interspersed with remote modules, and the compulsory TCC imagery centered universe were considered essential for the training of teachers working in public schools of basic education, contributing to the establishment and development of Education programs holist and Integrated. Keywords : Integrating Education; Holistic education; Continuing education; Distance education.
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