Os impactos da racionalidade técnica na autonomia docente e no currículo da educação a distância: uma pesquisa bibliográfica no ensino superior

Abstract

This research, conducted within the framework of the master’s in education at the Federal University of Triângulo Mineiro, under the research line of Educational Fundamentals and Practices, investigates the impacts of technical rationality on teaching autonomy and the Distance Education (EaD) curriculum. The study analyzes how the nature of teaching work in distance learning, characterized by relative autonomy, is influenced by the presence of technical rationality in the curriculum and its implications for pedagogical work. The general objective was to analyze how the nature of teaching work in distance learning, characterized by autonomy in the exercise of pedagogical practice, is compromised by technical rationality in the curriculum and its relationships with pedagogical work. The specific objectives included integrative research on the topic over the last 15 years, starting in 2006 as it was considered the milestone of distance learning in Brazil with the creation of the Open University of Brazil (UAB). From this, a reflection began on the historical path of distance learning in the face of the impacts of technical rationality on teaching autonomy, a discussion on the curriculum in distance learning considering the relationship between technical rationality and teaching autonomy, and the investigation of ways to overcome technical rationality in favor of critical and reflective rationality to increase teaching autonomy in pedagogical practice. Adopting qualitative methodology, the research was based on a basic and exploratory bibliographic review, using the “state of the art” perspective through a bibliographic survey from 2006 to 2021. The theoretical basis involved authors such as Mill (2016), Moore and Kearsley (2008), Freitas (2007), Feenberg (2017), Adorno (2009), among others. Analysis of data from the 2020 EaD Census revealed the influences of technical rationality on the modality. Thus, this study contributes to understanding the implications of this rationality in EaD, highlighting the need for a critical and reflective approach to promote teacher autonomy and improve the quality of distance education, seeking a comprehensive transformation of practices, policies, and mentalities for an inclusive and efficient EaD.