ENSINO SUPERIOR A DISTÂNCIA: POLÍTICAS E PERSPECTIVAS DE ENSINO EM CURSOS DE FORMAÇÃO DE PROFESSORES EM UMA PERSPECTIVA NEOLIBERAL

Abstract

This research is part of the Postgraduate Program in Education – Academic Master’s Degree at Centro Universitário Mais – UniMAIS, and is included in the Research Line Education, Culture, Theories, and Pedagogical Processes. It is worth noting that the general objective of this dissertation is to analyze what is established by the Brazilian State regulations regarding distance learning undergraduate teaching degrees, investigating the guidelines for the accreditation and offering of such courses, as well as the requirements for technological infrastructure and the main criteria for teacher education programs from a neoliberal perspective. Based on this analysis, the following research problem was formulated: How has the Brazilian State adapted to the implementation of distance education in the neoliberal context, especially in the segment of undergraduate teaching degrees in higher education?The study adopts a bibliographic and documentary research method, grounded in the paradigm of historical-dialectical materialism. To this end, a systematic literature review was initially carried out to revisit the main concepts established in this research. The selection of the theoretical framework was based on physical literary works, but also included research on online platforms such as Google Scholar, the Ministry of Education (MEC), the CAPES Periodicals Portal, and university repositories of scientific studies. The main authors who support this research include Laval (2019), Libâneo (2005), Moran (2009), Saviani (2008), among others. It is concluded that, although Distance Education represents a strategy to democratize access to higher education and expand teacher training, its effectiveness depends on public policies that ensure quality, equity, and alignment with social needs. The analysis of the regulations showed significant advances but also revealed structural and pedagogical challenges that need to be overcome, as well as the obstacles imposed by neoliberal logic, which tends to commodify education, prioritize quantitative indicators to the detriment of formative quality, and weaken the social commitment of teaching.