This study sought to describe the advantages and challenges of studying at a distance and has a general objective: to report the advantages and challenges of studying at a distance. It adopts as a type of research the quantity-qualitative approach. The methodological procedure took place in the first place to make a theoretical foundation to search in books, websites, magazines, etc., 7 closed and two open, and finally, the results sought to analyze the questions in order to seek the advantages and challenges of distance learning. The data revealed to us as an advantage, the opportunity to study at a time chosen by the academic, be it during the day or any time of the night, and the challenges are the difficulty of answers when there is a question at the time of study that often the time is not conventional. In this study, it showed that studying at a distance gives the possibility for some academics to study who live more than 100km away from the pole and also an opportunity for others who are in the day-to-day, working to support the home.

It was proposed in this work to outline the interfering factors of the permanence and non-permanence of the students of the Pedagogy Course of Distance Education, taking as reference the University of the State of Mato Grosso -Unemat. The objective of this study was to analyze the profile of beginner students and graduates of the Pedagogy Degree Course of the class 2014/1 at UAB / Unemat, seeking to understand the factors that interfere in the students permanence and non-permanence. To this end, we look for to map and to know the socioeconomic profile of beginners and graduates, using the socioeconomic questionnaire answered at the time of registration by the candidates, relating to the profile of the graduates. Thus, the results point out that the profile of beginners contrasted with that graduates showed that the students who remained are women (92.9%); browns and mulattos (59.5%); are over 30 years old (76%); are from families that have between one and four people (83.96%); the family income range is from 3 to 10 minimum wages (20.3%), that exercise paid activity on a part-time basis (up to 30 hours a week) (40.09%) and chose the course by identification (41.04%). It was also evident that the profile of students who gave up (did not remain) are men (7.1%), black (9.9%); under 30 years old (24%); live with 5 or more people (9.44%); the family income range is up to three minimum wages (79.2%); they work eventually or they don't work (22,65). Throughout this job, it was understood the needy to develop research with graduates of the UAB System to ascertain the quality of the distance education policy. I.search for a bigger reach of higher education, as well as for the modernization and democratization of the models offered. This enlargement of spots and availability of poles in places of difficult access created opportunities for many people, but, at the same time, contributed for the increase of the evasion problem, that already reached education in all its levels. The data and references used in this study point distance education to be necessary in the process of expansion and democratization of higher education, however, they also indicate a high evasion level, as it is possible to observe in the Higher Education Census 2016 Elizeth Gonzaga dos Santos Lima et al.

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