DISTANCE EDUCATION AND PUBLIC POLICIES: AN ANALYSIS IN LIGHT OF THE POLICY CYCLE

Abstract

Distance Education (DE) has played a central role in democratizing education in Brazil, providing greater accessibility to formal education. This study aims to analyze public policies related to DE from the perspective of Stephen Ball’s policy cycle, identifying challenges and advances in its implementation. The research adopts a qualitative and bibliographic approach, based on documentary analysis of legislation, educational plans, and academic literature. The study was conducted in three stages: bibliographic and documentary review, document analysis based on the policy cycle, and critical discussion of the results. The findings indicate that DE in Brazil has been driven by policies such as the Law of Guidelines and Bases of Education (LDB), the National Education Plan (PNE), and the Open University of Brazil (UAB), enabling the expansion of higher education to remote areas. However, challenges persist, such as the precarization of teaching work, lack of adequate regulation, and inequalities in access to digital technologies. Thus, the critical analysis reveals that while DE has been promoted as a tool for democratization, its implementation often reflects market and structural interests that compromise the quality of education. Ball’s policy cycle allowed an understanding that policies for DE do not follow a linear model but are influenced by political and economic disputes. It is concluded that, to strengthen DE as an inclusive and high-quality modality, it is necessary to improve regulation, ensure investments in infrastructure, and promote policies that guarantee equity in access. This study contributes to the academic debate by highlighting the importance of more structured public policies committed to the quality of DE in Brazil.