Universidade Aberta Research Articles

Age, but not education, affects social decision-making in the ultimatum game paradigm.

Social decision-making (SDM) is often studied through gaming paradigms, in which participants allocate resources among themselves and others based on predefined rules. In an adapted version of the ultimatum game (UG), SDM behavior was modulated in response to the degree of fairness of monetary offers and the social context of opponents, designed to generate either prosocial or punishing behaviors. To investigate whether SDM evaluated by the UG is affected by age and schooling, as it is relevant to know whether sociodemographic variables may bias UG results. A total of 131 healthy adults participated: 35 young university students and 96 participants in Universidade de São Paulo's USP 60+ program (formerly known as Universidade Aberta à Terceira Idade, a program for people aged ≥ 60 years to attend university). The sample was divided into 3 age groups (17-22, 60-69, and 70-79 years) and 3 schooling groups (4-8, 9-11, and ≥ 12 years of schooling). Age and schooling did not affect performance in fair monetary offers. Differences were observed in the unfair conditions. The oldest group (70-79 years) accepted less frequently the baseline unfair offers (without social context), when compared with the 17-22 and the 60-69 years groups (17-22 = 60-69 > 70-79). Regarding the prosocial unfair and punishing unfair conditions, older adults accepted such offers more frequently (17-22 < 60-69 = 70-79). Schooling effects were not observed. In the context of SDM, older adults may show prosocial behaviors more frequently than younger adults. The findings suggest performance in the UG is affected by age, but not by schooling.

Percepções de pessoas idosas que cuidaram de outras pessoas idosas em tempos de pandemia da covid-19

Abstract Objective To identify the perception of older adults who are caregivers for other older adults about the care offered, as well as the strategies for coping with difficulties in this process from the perspective of Coping Theory in the context of COVID-19. Method This is a henomenological study, with elderly people and participants in the Universidade Aberta à Maturidade, Program of the State University of Paraíba. Data collection instruments were a sociodemographic questionnaire, and semi-structured script. Interviews were carried out via video call and the data was evaluated by Content Analysis. Results 17 elderly caregivers aged between 60 and 79 years participated. Three thematic categories were listed: 1) Difficulties faced during the pandemic period; 2) Coping strategies used during the pandemic; 3) Needs for improvement in the performance of the caregiver role. Conclusion we found evidence of increased stress, presence of anxiety and risk of overload. In these circumstances, the participants developed coping strategies through education, use of social networks and seeking support.

Empowering Non-Academic Staff for the Implementation of Sustainability in Higher Education Institutions

Sustainability within higher education institutions (HEIs) is a well-established topic in the literature. Many fields of education for sustainable development have been explored, mainly focused on HEI students, as well as on academic staff. The technical, administrative, and management staff, referred to as non-academic staff has not received as much attention as the remaining HEI community, which leaves a gap in the successful implementation of sustainability practices and policies, as they play a vital and central role in the HEIs’ everyday functioning. Hence, the EUSTEPs project launched two sustainability training courses dedicated exclusively to this segment of the university community, aiming to increase their knowledge on facts and tools for the best sustainability transition. The first short-term online training, organized by the University of Aveiro and Universidade Aberta, Portugal, was run in May 2021. The training targeted 27 non-academic staff from different sectors. The second online training course was implemented one year later and involved 17 elements from the previous training. The results showed very high levels of overall satisfaction and full achievement of the participants’ expectations in sustainability issues. The non-academic staff learned and discussed the human–environment relationship, tracked and discussed their personal ecological footprint in the workspace, actively participated on how to run the university ecological footprint calculator, developed within the EUSTEPs project, and felt mobilized to implement actions to reduce their university’s environmental impacts (as well as in their general daily activities). Similar training programs can be used to empower non-academic staff for the implementation of sustainability in other higher education institutions, hence contributing to a successful integrated sustainability approach for the whole school.

Women's health access in the context of forced migration in Portugal: vulnerabilities and adaptation

Introduction: This article presents the findings, related with the vulnerabilities regarding access to health services felt by refugee women, of a research project conducted in Portugal between 2020 and 2022 as part of the Masters in Intercultural Relations program at Universidade Aberta. Objective: The overall goal was to gain a better understanding of the psychosocial reality of women who arrived in Portugal as a result of forced migration, focusing on the main difficulties of the migratory and adaptation journey - highlighting vulnerabilities related to health and access to health services at the present article - and the protective factors that facilitated their processes of resilience, adaptation, and social integration. Methodology: To that end, the protagonists' meanings for their experiences were revealed through nine semi-structured and in-depth interviews with women from Iraq, Syria, and Libya. Results: The investigation uncovered a number of vulnerabilities caused by migratory experience and gender belonging, which justified the intersectional analysis. The findings reveal a number of challenges in the host country, This article is going to focus on the findings concerning health, specifically, the reported vulnerabilities and difficulties related with the access to health care services. Conclusions: The current investigation led to the conclusion that there are serious flaws in Portugal in terms of ensuring full access to health care for forced migrant women, highlighting as major obstacles: a lack of information in a language other than portuguese, a lack of command of the portuguese language, a lack of knowledge about how health institutions work, and a lack of sensitivity and intercultural skills in care.

Digital Competence of Higher Education Teachers at a Distance Learning University in Portugal

The Digital Education Action Plan (2021–2027) launched by the European Commission aims to revolutionize education systems, prioritizing the development of a robust digital education ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on Universidade Aberta, Portugal, to identify the strengths and weaknesses of teachers’ digital skills within the Digital Competence Framework for Educators (DigCompEdu). Using a quantitative approach, the research utilized the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population, to evaluate teachers’ perceptions of their digital competences. A total of 118 teachers participated in the assessment. Findings revealed that the teachers exhibited a notably high overall level of digital competence, positioned at the intersection of B2 (Expert) and C1 (Leader) on the DigCompEdu scale. However, specific areas for improvement were identified, particularly in Digital Technologies Resources and Assessment, the core pedagogical components of DigCompEdu, which displayed comparatively lower proficiency levels. To ensure continuous progress and alignment with the Digital Education Action Plan’s strategic priorities, targeted teacher training initiatives should focus on enhancing competences related to Digital Technologies Resources and Assessment.

A globalização e o turismo

The present article resulted from the accomplishment of several researches and from a reflection upon one of the chapters of the doctoral thesis in Global Studies, carried out by the author at Universidade Aberta, where tourism was approached as a phenomenon of globalization. The objective is to deepen knowledge and verify the relationship between globalization and tourism, as global phenomena that are interconnected. Tourism is seen by many authors as an integral part of globalization, insofar as it requires people to move from one country or continent to other territories, using means of transport and communications for its realization. According to data from the World Tourism Organization, in 2019, the number of international arrivals was 1.5 billion people, that is, 14% of the world’s population, being considered the sector that represents the largest volume of business worldwide. The globalization contributes, on the one hand, to a strong incentive to tourist activity, but, on the other hand, it is essential to bear in mind the risks that it carries to the tourism sector, which has a unique characterization for each tourist destination, which much depends on the economic, social and political situation in force in each territory. Therefore, tourist flows in the world vary greatly from year to year and from the human or physical events that occur and that cause this geographic variability.

Transversal Competences and Employability: The Impacts of Distance Learning University According to Graduates’ Follow-Up

Since higher education qualifications and digital transition are considered key factors for economic development and individual opportunities, distance learning has been presented as a solution to improve the labor force’s skills and employability. However, such links were seldom studied systematically in specific contexts, and doubts exist regarding online programs. Based on the results of three successive follow-up surveys to the graduates of the Portuguese distance learning public university (Universidade Aberta), from 2011 to 2018 (n = 1358), our article examines the graduates’ perception of acquired transversal competences, in relation to employability and social mobility gains. The statistical analysis points out a positive perception of transversal competences development, especially analytical capacity, autonomy, and communication, although some concerns were raised regarding digital skills, teamwork, job search skills, and social capital. The impacts on employability and socioeconomic mobility are positive for most students, but variable according to analyzed competences, and tend to occur mostly through internal mobility rather than through job search skills or entrepreneurship. Although exploratory, such findings allow some final considerations regarding the effective ability of higher education distance learning to enhance economic growth and employability, through transversal competences, as well as to sketch some suggestions to improve such ability.

Quality of life of women submitted to facial aesthetic myofunctional therapy - educational status influence

ABSTRACT Objective: to analyze the influence of educational status on the quality of life of women submitted to facial aesthetic myofunctional therapy. Methods: a self-controlled experimental clinical trial conducted at the Universidade Aberta à Terceira Idade (Open University for Seniors - UNATI) of the Pontífica Universidade Católica (Pontifical Catholic University - PUC) of Goiás, Brazil. The 44 participating women, aged 50 to 65 years, were divided into group 1 (having completed middle or high school) and group 2 (with a higher education degree) and were submitted to aesthetic myofunctional therapy. Data analysis was made with the paired t-test, Levene test, t-test to compare the means of independent groups, and Spearman correlation, at the 5% significance level. Results: after the aesthetic myofunctional therapy, the wrinkles and orofacial myofunctional balance improved significantly in groups 1 and 2. The physical aspects and overall health status mean scores increased significantly in group 1, after the intervention. There was no statistically significant difference in the women’s quality of life between groups. The correlation between educational status and the quality-of-life domains was predominantly low. Conclusion: the educational status did not interfere with the quality of life of women submitted to aesthetic myofunctional therapy.

Quality of life of women submitted to facial aesthetic myofunctional therapy - educational status influence

ABSTRACT Objective: to analyze the influence of educational status on the quality of life of women submitted to facial aesthetic myofunctional therapy. Methods: a self-controlled experimental clinical trial conducted at the Universidade Aberta à Terceira Idade (Open University for Seniors - UNATI) of the Pontífica Universidade Católica (Pontifical Catholic University - PUC) of Goiás, Brazil. The 44 participating women, aged 50 to 65 years, were divided into group 1 (having completed middle or high school) and group 2 (with a higher education degree) and were submitted to aesthetic myofunctional therapy. Data analysis was made with the paired t-test, Levene test, t-test to compare the means of independent groups, and Spearman correlation, at the 5% significance level. Results: after the aesthetic myofunctional therapy, the wrinkles and orofacial myofunctional balance improved significantly in groups 1 and 2. The physical aspects and overall health status mean scores increased significantly in group 1, after the intervention. There was no statistically significant difference in the women’s quality of life between groups. The correlation between educational status and the quality-of-life domains was predominantly low. Conclusion: the educational status did not interfere with the quality of life of women submitted to aesthetic myofunctional therapy.

INSTITUCIONALIZAÇÃO DA EDUCAÇÃO A DISTÂNCIA PÚBLICA ENQUANTO FENÔMENO ESSENCIALMENTE DIALÉTICO

ABSTRACT: The purpose of this article is to examine the relations of cause and effect in the process of organic incorporation of distance education in public universities. Therefore, it is proposed the concept of dialectics to explain the institutionalization of the modality. With regard to the methodology, from the methodological triangulation different instruments, strategies and sources of data were used, namely: documentary analysis; virtual focus groups; semi-structured interviews; Delphi technique; and virtual questionnaire. The data were analyzed using qualitative and quantitative approaches, without losing sight of our epistemological matrix concerning Max Weber’s comprehensive sociology, which concerns the apprehension of universities as clusters of subjects who attribute a subjective sense to their socially oriented action. With the study, it was understood that the institutionalization of distance education is an essentially dialectical phenomenon, because it is enmeshed in constant institutional conflicts driven by immanent contradictions. While dichotomous views persist, especially through the model established by the Open University System of Brazil (UAB - Sistema Universidade Aberta do Brasil), there are important obstacles in the organic incorporation of the modality. Therefore, it is considered that the overcoming of this public policy of an emergency nature tends to culminate in the greater synthesis process, in which distance education and classroom education become juxtaposed. Hybrid education is achieved, since the qualifications “face-to-face” and “distance” become secondary, giving greater focus to the educational process.

Physical activity is associated with low-level stress among a sample of seniors during COVID-19 outbreak?

This study aimed to verify the association of physical activity, behaviors, and health conditions with stress among a sample of older adults from Manaus, Brazil, during the COVID-19 outbreak. This is a cross-sectional analysis of 79 older adults (76% female; age: 68.24 ± 6.82 years) from Fundação Universidade Aberta da Terceira Idade (FUnATI). The perceived stress (PS) was assessed by the Perceived Stress Scale, while a questionnaire via telephone call. The variables also included physical activity, sleep quality, sociodemographic, and health condition variables. Linear Bayesian mixed-effects regression models were applied to verify the association between these correlates with PS. Older people who met the recommendations before the COVID-19 outbreak but did not meet the same recommendations during the COVID-19 outbreak have a higher PS score compared to those older people who did not meet the PA recommendations at either time. In contrast, those elderly people who met PA recommendations before and during the COVID-19 outbreak had a lower PS score compared to their peers who did not meet physical activity recommendations at either time. Those older people who did not meet the PA recommendations before the COVID-19 outbreak, but did meet the PA recommendations during the COVID-19 outbreak, did not have significant differences in the PS score compared to their peers who did not meet the PA recommendations in either moment. Sleep changes and high BMI were negatively associated with PS. The maintenance of physical activity during the pandemic was associated with lower levels of stress in older people.

2 - Democracia ambiental em Moçambique: congruências legais e contradições práticas

&#x0D; &#x0D; &#x0D; In the last decades, the protection of the environment towards a sustainable development is one of the greatest challenges facing humanity. This research aims to understand Mozambique’s commitment to attentive governance that promotes Environmental Democracy. This qualitative research is theoretical (bibliographic-documental) and makes use of the analytical and comparative method to find an answer to the following problem: Mozambique has always been present at international summits on the environment, signed the various protocols, consistently agreed, but it still faces difficulties in pursuing the objectives set at the level of governance (legislative, executive and judicial). There are several obstacles in Mozambique’s journey to become a Democratic State of Environmental Law, in line with environmental law recognized as a human right. The results of this research are challenging: in Mozambique there is little talk of environmental democracy, and the local literature on the subject is scarce. The need for greater and direct public participation in the implementation processes of major projects for the exploitation of natural resources and investments that delay the local development is widely recognized.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; Giuseppe Meloni, University Professor, General Director of the Instituto Superior Dom Bosco (ISDB) – Maputo, Mozambique. Email: meloniscj@gmail.com&#x0D; Ana Lúcia César Machanguia, Instituto Superior Mutasa (Management), Mozambique. PhD student in Social Sustainability and Development, Universidade Aberta de Lisboa, Portugal. Email: analumachanguia@gmail.com&#x0D; &#x0D; &#x0D;

Digital Lifelong Learning and Higher Education: multicultural strengths and challenges in pandemic times

Abstract The paper aims to discuss digital learning for lifelong learning at the university level in Brazil, taken as a case study. It is structured in the following way. It presents concepts of digital learning in multicultural approaches within lifelong paradigms. It then presents a cursory look at Brazilian educational policies in that area, particularly focusing on the role of the Universidade Aberta (Open University) in Brazil. Lastly, it discusses digital learning in the context of the onset of the COVID-19 pandemics in Brazil. It tries to gauge the impediments and the challenges that may jeopardise a multicultural potential in educational policies, particularly focusing on government political directives as well as responses from university associations and from a public university. It concludes, by presenting possible ways ahead for reflections and contributions in the area.

COVID-19 and the urge for digital environments transition in education: reflecting on the Portuguese experience

With the outbreak of COVID-19, governments worldwide, including in Europe, have taken different actions with regard to the impact in education due to the containment procedures. In Portugal, to help learners and educators to continue with their education and training activities during this period, several measures were put in action, mainly connected with the transition to distance education, at all levels of education. Teachers were pushed to move to online communication with pupils, and to deliver contents and activities using different online tools. But the major problem is that although Portugal has a good internet network, yet some families lack computers/digital devices. On the other hand, many teachers are not still at ease working in digital contexts, lacking necessary skills. To help teachers, Universidade Aberta (Open University, Portugal) has collaborated with the Ministry of Education in a special online training for teachers to develop competences in the creation, design and organization of digital networked environments. In this text, we focus and reflect on these efforts and initiatives, thus presenting some of the Portuguese experiences carried out to address the educational transformations caused by COVID-19.

INTERVENÇÃO PSICOSSOCIAL ONLINE COM IDOSOS NO CONTEXTO DA PANDEMIA DA COVID-19: UM RELATO DE EXPERIÊNCIA

The COVID-19 pandemic and the consequent protection measures brought significant changes to the lives of the elderly who, being part of the risk group of the disease, began to be isolated. Such isolation can have harmful effects on mental health, being a risk factor for the development of psychopathologies. In view of this scenario, we were asked to adapt and adapt our strategies to mitigate the psychosocial effects of quarantine among the elderly. The project “O de casa: abrindo as janelas da vida” aimed to carry out an online psychosocial intervention with elderly participants in the Universidade Aberta a Terceira Idade at a public university in the state of Bahia. We developed activities to strengthen the support networks of the elderly participants, promoting reflection and care, enabling the psychoeducation of mental health issues and cognitive stimulation. The activities took place during 29 weeks of the year 2020. Weekly meetings were held, synchronously, through a virtual meeting platform, and asynchronous activities twice a week, through WhatsApp. The activities developed included group video calls, in which we adopted a psychoeducative approach on cognitive functions; exercises and challenges for cognitive stimulation; dissemination of classes, workshops and virtual lectures; and the Anjo Virtual, on which each participant received the contact of another participant, becoming responsible for talking to that person during the week. Sharing feelings, experiences and information, as well as the supporting and the strengthening the support networks of the elderly participants were some of the results achieved, being essential factors to reduce the psychosocial impacts on people in vulnerable situations and in need of support in the context of the pandemic. The intervention found, however, challenges being carried out in a virtual modality, both due to difficulties in handling the technologies used by the elderly, and due to the characteristics of cyberspace, which required flexibility in the planning and execution of activities, involving experimentation within ethical limits.

A CONSOLIDAÇÃO DA IDENTIDADE DA UNIVERSIDADE ABERTA PARA A TERCEIRA IDADE NA COMUNIDADE DE PONTA GROSSA: DE PROJETO EXTENSIONISTA À OBRIGAÇÃO LEGAL

espanolIn the prelude of three decades of existence, the Open University of the Third Age of the State University of Ponta Grossa (UATI / UEPG), built a real support structure for the education of the elderly community of Ponta Grossa and established itself as a reference for the realization of the values in the face of old age. Based on a functionalist epistemological approach, through descriptive and documentary research, data were collected that were able to select a set of characteristics that distinguish it and through which it is possible to individualize it, how its students are divided according to their age, sex , occupation, education and marital status and based on a bibliographic research, we will report the historical situation that structured the formation of open universities of the third age and the importance for the organizational disposition in the creation of the first structure of its kind in the State of Parana. EnglishAfter three decades of existence, the Open University for Senior Citizen at the State University of Ponta Grossa (UATI/ UEPG, Brazilian abbreviation) has built a solid structure for the education of the elderly community of Ponta Grossa and has established itself as a reference for the realization of social values in old age. Based on a functionalist epistemological approach, through descriptive and documentary research, it were collected data that provided a set of characteristics that distinguish it and through which it is possible to individualize it and to demonstrate how its students are divided according to their age, sex, occupation, education and marital status. Thus, based on bibliographic research, it is possible to report the historical context of open universities for senior citizens and the importance of the implementation of the first institution of this kind in the state of Parana. portuguesNo preludio de tres decadas de existencia, a Universidade Aberta a Terceira Idade da Universidade Estadual de Ponta Grossa (UATI/UEPG) construiu uma verdadeira estrutura de apoio a educacao da comunidade idosa de Ponta Grossa e se estabeleceu como referencia para a concretizacao dos valores sociais diante da terceira idade. Com base em um enfoque epistemologico funcionalista, atraves da pesquisa descritiva e documental, levantaram-se dados capazes de selecionar um conjunto de caracteristicas que a distinguem e por meio das quais e possivel individualiza-la, como se dividem seus alunos diante de sua idade, sexo, ocupacao, escolaridade e estado civil, e, com base numa pesquisa bibliografica, relatar-se-a a conjuntura historica que estruturou a formacao das universidades abertas da terceira idade e a importância para a disposicao organizacional na criacao da primeira estrutura do genero no Estado do Parana.

Animações procedimentais em saúde: Proposta de Metodologia de Design para a Universidade Aberta do SUS (UNA-SUS/UFMA) | Procedural animations in health: Proposal of Design Methodology for the Open University of the Brazilian Unified Health System of the Federal University of Maranhão

Animações instrucionais são recursos efetivos no aprendizado de conteúdos. Todavia, seu desenvolvimento demanda investigação científica para promover eficácia comunicativa considerando aspectos pedagógicos e de design da informação. Consderando isto, foi proposta uma metodologia para desenvolvimento de Sequências Pictóricas de Procedimentos Animadas -SPPAs na área de saúde para a UNA-SUS/UFMA - Universidade Aberta do SUS da Universidade Federal do Maranhão. A metodologia se fundamentou nos resultados de um Estudo da Representação Gráfico-informacional de SPPAs na área médica em uma amostra de 100 animações juntamente com Análise de contexto com os coordenadores da e alunos da UNA-SUS/UFMA. A Metodologia proposta consta de três fases: (a)Decupagem: definição de conteúdo; resultando em um roteiro; (b) Representação: visualização dos conteúdos; resultando em um storyboard visual; e (c) Finalização: edição final e veiculação da animação. A metodologia foi avaliada positivamente através de grupo focal com desenvolvedores.*****Procedural animations are important resources in learning content and are employed by the Open University of the Brazilian Unified Health System of the Federal University of Maranhão in its courses for health professionals. However, the development of animations is carried out unsystematically and neglecting representational aspects of information design. Aiming to contribute to the informaion design process of these animations, a design methodology was proposed for the Open University. This was founded on the results of a study on graphic representation of a sample of 100 animations and on context analysis. This was conducted through semi-structured interviews with coordinators of the intuition and online questionnaire with students. The results indicated deficiencies in the animation sample, especially omission of inventory information and warnings. In the context analysis, the interviewees pointed out the need for a methodology to assist the production of animations. In the questionnaire, the students considered animations important and motivating for their learning. Based upon these results, a methodology consisting of three stages was proposed: (1) Decoupage: definition of the graphic-informational structure of the animation content; (2) Representation: design of information through images and narration/audio; and (3) Finishing: animation editing and closing of file. The methodology was evaluated through a focus group with designers, instructional designers and information technology professionals, who considered it satisfactory and useful. It is concluded that the proposed methodology ensures the systematic inclusion of information design aspects in the production of procedural animations, thus, meeting its objective.

Are distance higher education institutions sustainable enough? – A comparison between two distance learning universities

Purpose Universities are continually transforming its structure and governance in response to the new social, environmental and economic challenges. Particularly, there has recently been a growing academic interest for measuring sustainable practices of higher education institutions (HEI) aiming to monitor and reduce their carbon emissions, as well as transform them into more sustainable organizations. More recent studies began to focus also on the sustainable performance of distance education Universities. So it became crucial to evaluate their sustainability practices through sustainability assessment tools with the aim of improving their sustainability performance and boosting their role as agents of academic, social and economic change. The purpose of this study is to assess and compare holistically sustainability implementation in two similar distance learning universities and to evaluate their advantages and disadvantages. Design/methodology/approach One of the most rigorous and internationally used sustainability assessment tools was used – the Sustainability Tracking, Assessment and Rating System, to evaluate and compare sustainability implementation in two distance universities, one from Spain and another from Portugal: the Madrid Open University and Universidade Aberta. Indicators of both universities were compared and ways of improvement in both universities were widely discussed. Findings The results of this research show that there is a similar pattern in both universities. Both have low performance in campus operations and low levels of community participation but good performance in sustainability courses and programmes offer. The results of both institutions were compared and allowed a learning process for improvement. Originality/value This research hopes to contribute to the continuous research about the usefulness of sustainability assessment tools in particular when applied to distance universities at the time that offers new paths to carry out improved sustainable practices in crucial areas of interest such as research, administration, education and resource-saving. This research also highlights the value of distance learning universities and their ability to be more sustainable after the advent of COVID-19.

Wikipedia in University Program: What Does the Metaanalysis of the Courses’ Page Tells Us?

Wikipedia is an unavoidable resource when we do a web search with the aim of obtaining information. Its content is built from a bottom-up perspective and for this reason it is not always accepted in academia. However, this is not the view of the Wikimedia Foundation. Thus, under the motto “Wikipedia belongs to education”, the Wikimedia Foundation has partnered with educational institutions through the Wikipedia Education Program, which includes the Wikipedia in University Program. Within this scenario, it was considered important to do the meta-analysis of the page related to the courses offered in the context of this program with regard to the Wikipedian Portuguese speaking community. For this purpose, methodologically, we followed the MAECC®, the Meta-model to Analyse and Explore Scientific Knowledge®. Our corpus includes 22 Higher Education institutions, 21 of which are Brazilian and 1 Portuguese – Universidade Aberta (Open University Portugal). In this text, we will present the meta-analysis grid created to meet the research aims, identifying the data obtained in all the 5 macro categories of the MAECC® model. In general, the meta-analysed courses are diverse and refer to dynamic practices and valid work strategies.

Análise das competências do tutor a distância nos cursos de Gestão em Saúde no Brasil

Este trabalho analisou as exigências necessárias para atuar como tutor a distância nos cursos de especialização em Gestão em Saúde ofertado pelo Sistema Universidade Aberta do Brasil. O objetivo foi analisar exigências requeridas ao cargo de tutor a distância em editais de seleção. Por meio de uma análise documental foram analisados os editais de seleção de tutores a distância publicados entre os anos de 2013 e 2015. Essa pesquisa apresenta abordagem quantitativa do tipo descritiva e exploratória. Dentre as 23 Instituições de Ensino Superior que ofertam o curso, somente 65,1% foram localizados os editais de seleção de tutores. Na análise dos editais, 66,7% das instituições exigiam dos tutores formação na área de saúde. Quanto a experiência docente somente 46,7% apresentavam tal exigência. Quanto a experiência prévia em ensino a distância, somente 13,3% exigiam que o tutor deveria ter conhecimento e outros 13,3% valorizavam inicialmente ter experiência no Ensino à distância. Constatou-se que a maioria exigia as competências cognitivas em detrimento das funcionais, comportamentais, políticas e ética. Recomenda-se que as instituições de ensino avaliadas aperfeiçoem os processos seletivos de tutores.