O “novo” ensino superior: limites e potencialidades da portaria Mec 2117
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Data
2023-03-31
Autores
Uenaka, Marcelo Ferracioli
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O estudo traz a discussão da incorporação da Portaria nº 2.117 de 06 de dezembro de 2019 no ambiente acadêmico contemporâneo e o seu significado pedagógico, a qual dispõe sobre a oferta de carga horária na modalidade remota ou de Ensino a Distância (EaD) em cursos de graduação presenciais ofertados por instituições de ensino superior do Sistema Federal de Ensino, de até 40%, exceto nos cursos de medicina. Para isso, apresenta-se a Portaria em questão, uma revisão na legislação e portarias sobre a temática, no período de 2001 a 2021 que oficializam a possibilidade de oferta de disciplinas na modalidade a distância, além de uma pesquisa bibliométrica no banco de dados da Capes, na última década e entrevistas semiestruturadas com coordenadores de instituições de ensino superior, particular e pública de Lins/SP. E, ainda, inclui-se um panorama sobre a aplicabilidade e atendimento desta Portaria, no que se refere às interferências pedagógicas promovidas por ela nas faculdades amostradas, discorrendo sobre o período de isolamento social na pandemia da Covid, no qual foi aprovada a Resolução do Conselho Nacional de Educação (CNE), Lei nº 14.040, de 18 de agosto de 2020, que estabeleceu normas educacionais excepcionais a serem adotadas durante o estado de calamidade pública, reconhecida pelo Decreto Legislativo nº 6, de 20 de março de 2020, alterando a Lei nº 11.947, de 16 de junho de 2009, que permitiu atividades remotas para o ensino básico e superior, público e particular, no Estado de São Paulo até o fim de 2021. De tal verificou-se as contribuições e flexibilizações da Portaria 2.117 na virtualização do ensino presencial superior, tanto antes da pandemia quanto depois, relatando aspectos que vão desde a reorganização de currículos, as substituições de aulas por atividades não presenciais e síncronas, até as mudanças comportamentais de hábitos cotidianos em docentes e discentes, face ao maior uso das mídias digitais e as possíveis aplicações do ensino híbrido. Por isso, entende-se que este estudo é importante neste novo cenário, pois caminha juntamente com as novas políticas públicas de acesso ao ensino superior, a conscientização da população em relação ao seu potencial de alcance, personalização e temporalidade, que a tecnologia traz para o campo da educação e que pode oferecer dinamismo pedagógico e custos operacionais menores para as instituições de ensino superior.
The study discusses the incorporation of Ordinance No. 2,117 of December 6, 2019 into the contemporary academic environment and its pedagogical significance, which provides for the offer of workload in the remote modality or Distance Learning (DL) in courses face-to-face offered by higher education institutions of the Federal Education System, of up to 40%, except in medicine. For this, the Ordinance in question is presented, a review of the legislation and ordinances on the subject, in the period from 2001 to 2021 that formalize the possibility of offering disciplines in the distance modality, in addition to bibliometric research in the database of the Capes, in the last decade and semi-structured interviews with coordinators of private and public higher education institutions in Lins/SP. Furthermore, an overview is included on the applicability and compliance of this Ordinance, with regard to the pedagogical interference promoted by it in the sampled colleges, discussing the period of social isolation in the Covid pandemic, in which the Resolution of the National Education Council (CNE), Law No. 14,040, of August 18, 2020, which established exceptional educational standards to be adopted during the state of public calamity, recognized by Legislative Decree No. 6, of March 20, 2020, amending the Law No. 11,947, of June 16, 2009, which allowed remote activities for basic and higher education, public and private, in the State of São Paulo until the end of 2021. Ordinance 2,117 on the virtualization higher education, both before the pandemic and after, reporting aspects ranging from the reorganization of curricula, the replacement of classes by activities non-face-to-face and synchronous, to behavioral changes in everyday habits of teachers and students, given the greater use of digital media and the possible applications of blended learning. Therefore, it is understood that this study is important in this new scenario, as it goes hand in hand with the new public policies for access to higher education, the population's awareness of its potential reach, personalization and temporality, which technology brings to the field of education and which can offer pedagogical dynamism and lower operating costs for higher education institutions.
The study discusses the incorporation of Ordinance No. 2,117 of December 6, 2019 into the contemporary academic environment and its pedagogical significance, which provides for the offer of workload in the remote modality or Distance Learning (DL) in courses face-to-face offered by higher education institutions of the Federal Education System, of up to 40%, except in medicine. For this, the Ordinance in question is presented, a review of the legislation and ordinances on the subject, in the period from 2001 to 2021 that formalize the possibility of offering disciplines in the distance modality, in addition to bibliometric research in the database of the Capes, in the last decade and semi-structured interviews with coordinators of private and public higher education institutions in Lins/SP. Furthermore, an overview is included on the applicability and compliance of this Ordinance, with regard to the pedagogical interference promoted by it in the sampled colleges, discussing the period of social isolation in the Covid pandemic, in which the Resolution of the National Education Council (CNE), Law No. 14,040, of August 18, 2020, which established exceptional educational standards to be adopted during the state of public calamity, recognized by Legislative Decree No. 6, of March 20, 2020, amending the Law No. 11,947, of June 16, 2009, which allowed remote activities for basic and higher education, public and private, in the State of São Paulo until the end of 2021. Ordinance 2,117 on the virtualization higher education, both before the pandemic and after, reporting aspects ranging from the reorganization of curricula, the replacement of classes by activities non-face-to-face and synchronous, to behavioral changes in everyday habits of teachers and students, given the greater use of digital media and the possible applications of blended learning. Therefore, it is understood that this study is important in this new scenario, as it goes hand in hand with the new public policies for access to higher education, the population's awareness of its potential reach, personalization and temporality, which technology brings to the field of education and which can offer pedagogical dynamism and lower operating costs for higher education institutions.
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Palavras-chave
Ensino híbrido, Ensino superior, Educação e Estado, Universidades e faculdades Legislação, Blended learning, Face-to-face classes, Ordinance 2117, Distance learning, Covid pandemic