Percepção de docentes de um curso de Pedagogia sobre o ensino remoto emergencial: desmonte e precarização do trabalho em tempos de pandemia

Abstract

This thesis results from the scientific study on the emergency remote education model - ERE, put into practice in all federal universities in Brazil from the implementation of social distancing resulting from strategies to cope with the Covid-19 pandemic. The following question was drawn as a research problem having as a theoretical foundation the historical-dialectical materialism and critical studies that evaluate the effects of neoliberal ideology in contemporaneity and considering the scenario of the dismantling of national education and precariousness of education work: What is the perception of higher education professors of the pedagogy program of a Brazilian public institution on the implementation of the emergency remote education model in the context of the coronavirus pandemic? The general objective was to critically analyze the impact of neoliberal policies accelerated by the Covid-19 pandemic on the Brazilian public university from the perception of professors of the pedagogy program of a public higher education institution on the implementation of emergency remote education. A qualitative approach was considered, with a methodology that combined a systematic review of the literature and a stage of interviews with professors of the pedagogy program at a Brazilian public university during emergency remote education. The literature review raised scientific productions addressing the reality faced by higher education professors in the emergency remote education model. It enabled an overview of the scientific treatment given to the subject. The interview provided the professors’ perceptions regarding the implementation and performance of the emergency remote education model. The interview transcripts were analyzed through content analysis described by Bardin (2016), four categories were obtained through frequency analysis and grouping: Barriers of the ERE, Problems of the ERE, What remains of the ERE, and Consequences of the ERE. In general, emergency remote education displeased the professors interviewed. The most significant problems were the lack of eye contact in remote meetings, student integration, and a home environment suitable for work and study. The model was attributed to a reduction in the quality of the education offered and student learning, in addition to the precariousness of education work. Some necessary adaptations to work in the ERE are usable even after the end of the emergency model. Consequently, there was a loss in students' ability to read, concentrate, and focus upon the return to on-site education. In conclusion, there is a need for broad political discussions since the naturalization of neoliberal rationality in our society has interfered with the provision of quality education and put the existence of public and free higher education institutions in Brazil at risk.