A proposta de ensino híbrido do Parecer CNE/CP 14/22 e a precarização da formação docente

ABSTRACT. The object of study of this text is the Parecer 14/22, an assent issued by the National Council of Education that establishes guidelines for the implementation of blended learning in Brazilian Higher Education. The research aimed to verify the notion of hybrid teaching proposed implicitly by the opinion, to make explicit its social, cultural, and ideological connections and predict the impacts of this alignment on pedagogical work. Through a critical document analysis supported by critical discourse analysis procedures, it questions the notion of blended learning built into the document, revealing its links to the flexible accumulation’s educational discourse. The paper points out elements in the textual construction and shows that the flexibility of teaching spaces and times operated by digital information and communication technologies mediation, as proposed in the document, would favor the implementation of a pedagogy of competencies aligned with hegemonic ideological perspectives. It also evidences that the articulation between these factors would lead to the impairment and precariousness of teacher training, impacting the guarantee of the right to education and perpetuating inequality and exclusion of the working class. Thus, the text concludes that there is an urgent need for education workers to lead the debate on the use of contemporary technologies in teaching, considering work as an educational principle and maintaining the centrality of the proposals in the teacher-student pedagogical relationship.ABSTRACT. The object of study of this text is the Parecer 14/22, an assent issued by the National Council of Education that establishes guidelines for the implementation of blended learning in Brazilian Higher Education. The research aimed to verify the notion of hybrid teaching proposed implicitly by the opinion, to make explicit its social, cultural, and ideological connections and predict the impacts of this alignment on pedagogical work. Through a critical document analysis supported by critical discourse analysis procedures, it questions the notion of blended learning built into the document, revealing its links to the flexible accumulation’s educational discourse. The paper points out elements in the textual construction and shows that the flexibility of teaching spaces and times operated by digital information and communication technologies mediation, as proposed in the document, would favor the implementation of a pedagogy of competencies aligned with hegemonic ideological perspectives. It also evidences that the articulation between these factors would lead to the impairment and precariousness of teacher training, impacting the guarantee of the right to education and perpetuating inequality and exclusion of the working class. Thus, the text concludes that there is an urgent need for education workers to lead the debate on the use of contemporary technologies in teaching, considering work as an educational principle and maintaining the centrality of the proposals in the teacher-student pedagogical relationship.RESUMEN. El objeto de estudio de este texto es el Parecer 14/22, un dictamen emitido por el Consejo Nacional de Educación que establece directrices para la implementación, en la Educación Superior brasileña, de la enseñanza semipresencial. La investigación tuvo como objetivo verificar la noción de enseñanza semipresencial propuesta de forma subyacente por el parecer, con el fin de explicitar sus vinculaciones sociales, culturales e ideológicas y prever los impactos de esta alineación en el trabajo pedagógico. A través de un análisis crítico-documental respaldado por procedimientos de análisis crítico del discurso, cuestiona la noción de enseñanza híbrida construida en el documento y revela su vínculo con el discurso educativo de la acumulación flexible. El artículo señala elementos presentes en la construcción textual; demuestra sus implicaciones en el proceso social y muestra que la flexibilización de los espacios y tiempos de enseñanza operados por la mediación de las tecnologías digitales de la información y la comunicación, tal como se propone en el dictamen, favorecería la implementación de una pedagogía de competencias alineada con perspectivas ideológicas hegemónicas. También evidencia que la articulación entre estos factores llevaría a la racionalización y precarización de la formación docente, impactando en la garantía del derecho a la educación y perpetuando la desigualdad y exclusión de la clase trabajadora. Así, el texto concluye que urge que los trabajadores de la educación retomen el debate sobre el uso de las tecnologías contemporáneas en la enseñanza, considerando el trabajo como principio educativo y manteniendo la centralidad de las propuestas en la relación pedagógica docente-alumno.ABSTRACT. The object of study of this text is the Parecer 14/22, an assent issued by the National Council of Education that establishes guidelines for the implementation of blended learning in Brazilian Higher Education. The research aimed to verify the notion of hybrid teaching proposed implicitly by the opinion, to make explicit its social, cultural, and ideological connections and predict the impacts of this alignment on pedagogical work. Through a critical document analysis supported by critical discourse analysis procedures, it questions the notion of blended learning built into the document, revealing its links to the flexible accumulation’s educational discourse. The paper points out elements in the textual construction and shows that the flexibility of teaching spaces and times operated by digital information and communication technologies mediation, as proposed in the document, would favor the implementation of a pedagogy of competencies aligned with hegemonic ideological perspectives. It also evidences that the articulation between these factors would lead to the impairment and precariousness of teacher training, impacting the guarantee of the right to education and perpetuating inequality and exclusion of the working class. Thus, the text concludes that there is an urgent need for education workers to lead the debate on the use of contemporary technologies in teaching, considering work as an educational principle and maintaining the centrality of the proposals in the teacher-student pedagogical relationship.Este texto tem por objeto de estudo o Parecer 14/22, documento emitido pelo Conselho Nacional de Educação que avalia o projeto de resolução das diretrizes para a implantação do ensino híbrido no Ensino Superior brasileiro. A pesquisa teve como objetivo verificar a noção de ensino híbrido proposta de modo subjacente pelo parecer, a fim de explicitar suas vinculações sociais, culturais e ideológicas e antever possíveis impactos desse alinhamento no trabalho pedagógico. Por meio de uma análise crítico-documental amparada por procedimentos da análise crítica do discurso, interpelam-se as proposições teóricas do documento, de modo a desvelar sua vinculação ao discurso educacional próprio do regime de acumulação flexível. Apontando elementos presentes na construção textual e demonstrando suas implicações no processo social, o artigo evidencia que a flexibilização de espaços e tempos de ensino operada pela mediação de tecnologias digitais de informação e comunicação, se realizada conforme a proposição do parecer, favorece a implantação de uma pedagogia das competências alinhada a perspectivas ideológicas hegemônicas. Mostra, ainda, que a articulação entre esses fatores conduziria ao aligeiramento e à precarização da formação docente, impactando na garantia do direito à educação e perpetuando a desigualdade e a exclusão da classe trabalhadora. Assim, o texto conclui pela urgência de que os trabalhadores da educação assumam o debate sobre a utilização de tecnologias contemporâneas no ensino, tomando o conceito de trabalho como princípio educativo e mantendo a centralidade das propostas na relação pedagógica professor-aluno. Palavras-chave: educação e trabalho, educação e tecnologia, ensino híbrido, formação de professores, política educacional. The proposal of hybrid teaching from Parecer CNE/CP 14/22 and the precariousness of teacher training ABSTRACT. The object of study of this text is the Parecer 14/22, an assent issued by the National Council of Education that establishes guidelines for the implementation of blended learning in Brazilian Higher Education. The research aimed to verify the notion of hybrid teaching proposed implicitly by the opinion, to make explicit its social, cultural, and ideological connections and predict the impacts of this alignment on pedagogical work. Through a critical document analysis supported by critical discourse analysis procedures, it questions the notion of blended learning built into the document, revealing its links to the flexible accumulation’s educational discourse. The paper points out elements in the textual construction and shows that the flexibility of teaching spaces and times operated by digital information and communication technologies mediation, as proposed in the document, would favor the implementation of a pedagogy of competencies aligned with hegemonic ideological perspectives. It also evidences that the articulation between these factors would lead to the impairment and precariousness of teacher training, impacting the guarantee of the right to education and perpetuating inequality and exclusion of the working class. Thus, the text concludes that there is an urgent need for education workers to lead the debate on the use of contemporary technologies in teaching, considering work as an educational principle and maintaining the centrality of the proposals in the teacher-student pedagogical relationship. Keywords: education and work, education and technology, blended learning, teacher training, educational policy. La propuesta de enseñanza semipresencial del Parecer CNE/CP 14/22: hacer precaria a la formación docente RESUMEN. El objeto de estudio de este texto es el Parecer 14/22, un dictamen emitido por el Consejo Nacional de Educación que establece directrices para la implementación, en la Educación Superior brasileña, de la enseñanza semipresencial. La investigación tuvo como objetivo verificar la noción de enseñanza semipresencial propuesta de forma subyacente por el parecer, con el fin de explicitar sus vinculaciones sociales, culturales e ideológicas y prever los impactos de esta alineación en el trabajo pedagógico. A través de un análisis crítico-documental respaldado por procedimientos de análisis crítico del discurso, cuestiona la noción de enseñanza híbrida construida en el documento y revela su vínculo con el discurso educativo de la acumulación flexible. El artículo señala elementos presentes en la construcción textual; demuestra sus implicaciones en el proceso social y muestra que la flexibilización de los espacios y tiempos de enseñanza operados por la mediación de las tecnologías digitales de la información y la comunicación, tal como se propone en el dictamen, favorecería la implementación de una pedagogía de competencias alineada con perspectivas ideológicas hegemónicas. También evidencia que la articulación entre estos factores llevaría a la racionalización y precarización de la formación docente, impactando en la garantía del derecho a la educación y perpetuando la desigualdad y exclusión de la clase trabajadora. Así, el texto concluye que urge que los trabajadores de la educación retomen el debate sobre el uso de las tecnologías contemporáneas en la enseñanza, considerando el trabajo como principio educativo y manteniendo la centralidad de las propuestas en la relación pedagógica docente-alumno. Palabras clave: educación y trabajo, educación y tecnología semipresencial, formación docente, política educativa