Studies involving teachers formation have been privileged in education with a
view to terminating the complex challenges that are presented in a context broad and
heterogeneous as the country. This work cuts the universe of distance education in
Tocantins and, in this way, addresses issues incipient by academic research. The
research reported discussion about life stories and training in distance graduation of
four teachers from the University of Tocantins. Thus, in discursive movement we ask:
how teachers recently graduated from distance education by UNITINS mean this
type of education in the discursive movement, outlined by reports of their life stories.
Based on this question, our overall goal was to analyze the speeches of the
formation of these subjects, their expectations regarding schooling, the meanings
that attach along their lives to education and identities that build on these subjects
training. We pointed out aspects that outline the training received, the difficulties
encountered, the paths that travel through higher education and the expectations
arising from the recently teachers formation. Guided by Discourse Analysis and the
technique of life story, we bring the real emerges as an effect of discourse: that
school is that they talk about and which correspond so many expectations of
democratization of access to socially valued knowledge? We believe that the stories
of individuals, despite their quirks, are crossed by a collective history. The results
lead us to conclude that the stories are similar and suggest some regularities and for
a story lived collectively. The research subjects have in common membership in the
same social class, They share a bumpy trajectory of schooling Naturalizesitselfin the
imaginationof these subjects, in principle, distance learningas the
possibilitythatpresents them withmoreease of entryandthe short duration,becauseof
their work. The education offered, however, not promises great advances in terms of
gain for the quality of learning of the respondents. The model presents silent, vertical,
instructional, surpassed only by the horizontality of exchange and dialogue among
peers, produced without the knowledge of what was planned. Althoughthe speechof
distance education in principle seeks to promote the democratization of access to
knowledge, research shows that there is no way he wave necessarily attest to
success in learning. There are gaps that need to receive more attention in order to
more symmetric models of teaching and learning, guided by effective interaction and
collaboration.
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