Políticas públicas e ensino híbrido na educação superior

Abstract

This thesis is linked to the research line Public Policies and Education Management and to the Epistemology and Education Research Group of the Postgraduate Program in Education at the Tuiuti University of Paraná – UTP. Digital technologies are present in people’s lives and have been definitively inserted into education. Regarding higher education, since 2016, their presence has made it possible to offer up to 40% of the workload of in-person courses in distance activities, that is, blended education. This is a teaching modality that seeks to combine characteristics of in-person and distance learning. Considering this scenario, based on the analysis of the concepts and main characteristics of hybrid teaching, as well as public policies for blended education in higher education, the main objective of this research was to understand the possible paths that are presented for blended education in higher education, particularly with regard to the bills and resolutions that are currently being processed and how such documents address the theme of blended education in higher education, from its conception to other issues such as the role of the student and the teacher in this new educational context. To this end, a bibliographic survey and a review of production related to the theme were carried out. Authors such as Allan (2015); Bacich et al (2015); Belloni (2001); Horn and Staker (2015); Kenski (2012); Lévy (1999); Moore and Kearsley (2007); Moran (2015) and others supported this study. The analysis of the legal documents points to a methodological conception of blended education that needs to be better debated by civil society and by the authors of the teaching and learning process. We understand that issues beyond the very concept of blended education and its derivatives, such as competency-based teaching, teacher training and student awareness of their role in this teaching modality, need to be clarified. In this sense, we understand that digital technologies cannot be seen as the end of education, but as the means to achieve the teaching and learning process.