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Policy review reveals outpaced infrastructure and resource strains across distance-education support centers, indicating that effective IT management determines educational service delivery.
The distance-education center is no longer only a registered address. Between 2017 and 2024 the Brazilian network of centers grew at a pace that outstripped the average capacity to maintain laboratories, links, and local staff. This article treats the center as a unit of IT infrastructure and of academic support. Drawing on federal rules, the national distance-education census, and work from 2021 to 2024, it describes what the center must deliver — room, laboratory, tutoring, platform, and support — and why the center’s IT management decides whether expansion becomes a service or an empty site.
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Márcio Cândido Ferreira Alves (2026) studied this question.