Obstacles in the dialectical process of institutionalizing public distance education

The purpose of this article is to describe some of the obstacles that persist in the process of organic incorporation of public distance education (DE). We take, as a reference, the Universidade Aberta do Brasil (UAB) System. As for the methodology, we used methodological triangulation in the light of qualitative and quantitative approaches. Our epistemological matrix is the Weberian comprehensive sociology. Besides, we use dialectics as a conceptual instrument. Regarding the methodological procedures, we undertook: document analysis, virtual focus groups, semi-structured interviews, Delphi technique and virtual questionnaire. With the study, we discussed two main mishaps that still persist in the incorporation process: the UAB System as synonymous of DE and the institutionalization of precariousness. The research comes to the conclusion that overcoming the current funding policy and the coagulated ways of interpreting reality is an essential condition for organic incorporation.