As diretrizes sobre aprendizagem híbrida e o apagamento da afetividade

Abstract

The present work exposes the context of the Covid-19 pandemic and its impacts on Brazilian education, in view of the implementation of remote teaching in schools and universities across the country. This online teaching had negative impacts on education, given the unequal reality in Brazil, which does not have the technological structure to implement non-face-to-face classes and that most children and adolescents do not have access to the internet. The pandemic period motivated the National Council of Education (CNE) to produce a document entitled General National Guidelines on Hybrid Learning (DGNAH). We present, therefore, the content of the document and criticize it, which brings, in its content, the intention of carrying out a neoprivatization of public education. Based on this problem, this work aims to show that the proposal presented by the CNE is an attempt to institutionalize remote teaching and thus scrapping public education and devaluing teaching work. Hybrid teaching is nothing more than a neoliberal project to privatize public education, resulting in the erasure of affectivity in the teaching and learning process. The methodology used is that of bibliographical research, in which we rely on studies of the CNE document and on authors critical of the document such as José Geraldo Oliveira, Cláudia Galian, Marisa de Oliveira and Lucilia Lino and in relation to the issue of affectivity we use the author Henry Wallon, among others who address this issue. We conclude that the neoliberal logic, defended with hybrid teaching, aims at the destruction of public education, because in addition to the deepening of educational and social inequalities and the scrapping of education, it implies the devaluation of teaching work, which is exposed as disposable and that the implementation of blended learning, via legal regulation, demonstrates the government's neoliberal intention to neoprivatize public education, indicating on the horizon all the impoverishment that will be caused to the face-to-face educational system.