Ensino remoto emergencial (ERE) e precarização do trabalho docente no ensino superior público de Maceió/AL durante o período pandêmico (2020 – 2022)

Abstract

This thesis aims to analyze how public higher education institutions in the city of Maceió/Al have appropriated Emergency Remote Teaching (ERT) as an emergency and provisional teaching modality created through the set of documents formed by Ordinances Ministry of Education n.º 343 /2020, n.º 345/2020, n.º 395/2020, n.º 473/2020 and n.º 544/2020 in force during the public health emergency period arising from the New Coronavirus pandemic (2020 – 2022) in its relationship with the process of precariousness of teaching work. Its time frame comprises the period between 2020, year of publication of the ordinance replacing face-to-face classes with classes in digital media, and 2022, occasion of the end of the State of Emergency in Public Health of National Importance (SEPHNI). For the consummation of this research, a qualitative approach was adopted as a theoretical-methodological option, through literature and document review and critical analysis of the sources. To organize the data, Bardin Content Analysis (2011) was used, based on the analytical categories I) precariousness of teaching work; II) Uberization of teaching work: fusion of domestic and professional space-time. Document analysis took place in digital media, especially through publications published on the digital pages of the Superior University Councils of the respective public institutions of higher education in the City of Maceió/AL during the state of emergency in public health. Having as theoretical reference Marx (2017, 1971, 1987), Bardin (2011), Mészáros (2002; 2004; 2005; 2006; 2008), Silva (2019), Rodrigues and Freitas (2017) the thesis defended here is based on the assumption that, during the pandemic period (2020-2022), the introduction of Emergency Remote Teaching, as a provisional teaching modality applied to replace the face-to-face teaching and learning modality, unveiled and deepened the processes precariousness of teaching work in higher education. The results showed that those universities that did not have some expertise with distance learning and/or with the use of digital technologies, in the various teaching and learning processes, had great difficulty in developing their regulations. They also showed that in a macroeconomic context, capital, in a cyclical crisis, sought means of restructuring for its maintenance through its organizations; the legislation that provided the continuity of activities in higher education had the educational market as a major stakeholder; there was an omission by the Federal Government agency, the Ministry of Education, as responsible for the elaboration and execution of educational policies, in regulating the qualitative bases of the ERT, as well as in supervising its execution; institutions were given full responsibility for planning and executing the ERT. Each university created its ERT standard, similar in some characteristics, including the potentialization of precarious work. The final considerations pointed to the need for support and teacher training for the development of digital skills; possibility of replacing the physical space of the University with working from home office. The conditions put in place so that teachers could operationalize the ERT were insufficient and may have created precedents for the precariousness of the teaching class, especially in private education. The ERT created parameters for the consolidation of platformbased education, whose effective function of the teacher, who was formerly a trainer, was reduced to that of a tutor teacher and producer of digital didactic material. On the other hand, the role of teacher trainer is increasingly attributed to artificial intelligence integrated into Virtual Learning Environments and the contents are developed by programmers, publicity, marketing and publicity professionals, instructional designers, web designers, audio and video designers, text and image, therefore, it is a self-sustainable way, from an economic point of view, of providing higher education that meets the interests of large higher education groups.