Docência do ensino superior no contexto pandêmico da Covid-19: experiências e reflexões.

Abstract

With the pandemic several sectors were affected, which makes the implementation of public policies irrefutable, especially in education. The absence or omission of the implementation of educational policies to face the crises aggravates inequalities even more, among them the precariousness of the teaching work. In this regard, our aim in this text was to bring some reflections on the absence of State initiatives to attend public education, more specifically in Higher Education, with policies to assure students’ learning and professors’ work. It is a theoretical discussion through which we problematize the scenario of COVID 19 in Brazil, the role of the State in the preparation and implementation of public policies in education, and the consequences of the lack of State initiatives in the work and profession of Higher Education teachers. As a result, we detected that professors are now required to be efficient in the application of digital technologies, while their academic qualification, especially those linked to the production of research and extension, are left on the sidelines, dragging teaching work into a process of inversion of priorities of the educational protagonism. The role of information technologies is undeniable to guarantee minimal educational conditions for continuing studies during the pandemic; however, we cannot fail to point out the problematic tendencies that its massive and disorderly application by the government represented.