The hybridization of distance learning in Brazil - An approach imposed by culture

International Review of Research in Open and Distance Learning

Volumn 2, Issue 2, 2002, Pages 5-17

  Litto, Fredric Michael ^a  

^a UNIVERSITY OF SÃO PAULO   (Brazil)

Author keywords

Brazil educational policy; Distance learning; Education in Brazil; Face to face learning; Online learning; Regulation of distance education; Resistance to change in education; University course planning

Indexed keywords

EID: 3042587619     PISSN: 14923831     EISSN: None     Source Type: Journal    
DOI: 10.19173/irrodl.v2i2.65     Document Type: Review

References (11)

1. [Retrieved August 3, 2001: http: //wwwfernuni-hagen.de /ICDE/D- 2001/final/keynote_speeches/ Wednesday/taylor_keynote .pdf ]
2. The factual data is this section is a composite of information retrieved from the following sources, all retrieved July 15, 2001: http://wwwbritannica. com; http://www.Brazil.gov.br; http: //www.ibge.gov.br /ibge/populacao; http://www.socinfo.org.br /livro _verde/ capitulo_4. htm; http:// www.mec.gov.br /home/legislacao/default. shtm; http:// www.inep.gov.br /censo/censo2000/ sinopse2000. htm; http:// www.inep.gov.br /noticias/news_344. htm; http:// www.fnde.gov.br/ instituicao/indicadores. htm; http:// www.unesco.org /iau/cd-data/ br.rtf; http:// www.capes. gov.br; ] The author admits to having some doubts about data furnished by governmental authorities, especially when it is very favorable, and feels more comfortable when it is not favorable. As M.K. Bacchus of the University of Alberta, Canada, noted some years ago in a book review concerning ministries of education in small states, "we must be careful in accepting reports of 'successful administrative practices" offered by civil servants currently employed." "Though close to the scene, they may be far from objective." "They sometimes conceal the major weaknesses of their administrative structures, or conveniently attribute these failings to the problem of size." Everything looks fine when discordant voices are excluded. See M.K. Bacchus (1992) , Review of M. Bray, ed., Ministries of Education in Small States: Case Studies of Organization and Management, in Canadian and International Education (Calgary), Vol. 21, No. 1, 91-95.
3. Distance Education in the E-9 CountriesThe Development and Future of Distance Education Programmes in the Nine High-Population Countries. Paris: UNESCO, 2001; on Brazil, 18-21.
4. Alves, João Roberto Moreira (1994). A Educação a Distância no Brasil: Sintese Histórica e Perspectivas. Rio de Janeiro: Instituto de Pesquisas Avançadas em Educação.
5. As Bases Legais da Educação a Distância no Brasil. Revista Estudos (ABMES, Brasília), Ano 17, No. 26 (novembro). [Retrieved July 10, 2001] http://www.abmes.org.br/abmes/publica/Revista/estud26/joao.htm
6. Litto, Fredric M. (2001). "Educação Inflexível e Tutelada", Correio Brasilense (Brasília), August 15; p.2; "O MEC é um Obstáculo Formidável para a Educação à Distância no País", O Globo (Rio de Janeiro), October 8, 2001.
7. Litto, Fredric M. (2001). "Educação Inflexível e Tutelada", Correio Brasilense (Brasília), August 15; p.2; "O MEC é um Obstáculo Formidável para a Educação à Distância no País", O Globo (Rio de Janeiro), October 8, 2001.
8. Ayres, Ian (2001) "Lectures vs. Laptops", The New York Times, March 20, Opinion Page. [Retrieved July 6, 2001] http://www.nytimes.com/2001/03/ 20/ opinion/20ayre.html
9. Quality on the LineBenchmarks for Success in Internet-Based Distance Education. Washington, D.C.: Institute for Higher Education Policy, 2000. [Retrieved July 8, 2001] http://www.ihep.com/PUBs/PDF/Quality.pdf.
10. "Proximity Learning", Kenyon College [Retrieved July 8, 2001] http://enhanced-learningorg
11. ( For a recent sampler of unintended consequences, see Gillon, Steven M2001). "Unintended Consequences -- Why Our Plans Don't Go According to Plan", The Futurist, March-April, 49-55