Emergency Remote Teaching and Neoliberal Reform of Brazilian Education: Weaking Relationships

• Autor(a) principal: Alencar, Fabio Rapello
• Data de Publicação: 2021
• Outros Autores: Barros, Valquiria da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1596

The COVID-19 pandemic required extreme measures to curb the circulation of the virus and social isolation was the health strategy that stood out the most in controlling the weekly contamination curves. This measure required a reorientation of behavior and social practices, imposing restrictions on circulation on the world population, requiring everyone to adapt to new ways of relating. In this context, the school was one of the institutions that were most affected. With the suspension of face-to-face education, emergency remote education (ERE) was the solution suggested by the Ministry of Education (MEC) and adopted by the other federal entities. However, without counting on adequate pedagogical planning and without consulting the agents involved in the educational process, the teaching process implemented in times of domestic confinement highlights the digital exclusion as the biggest obstacle in the implementation of this model. This text presents a brief discussion that contemplates the implementation of ERE in the pandemic as a strategy that sets precedents for the implementation of distance education (EaD) as a teaching model in accordance with neoliberal interests in the privatization process of basic education in Brazil. This is an exploratory qualitative study based on the concept of educational neoliberalism, by Christian Laval (2019) and studies by Luiz Carlos Freitas (2018) on the commodification of education in Brazil. Keywords: Public education. Neoliberal reform. Remote teaching. Pandemic. Social isolation.