A institucionalização da educação a distância: um estudo sobre possíveis influências da experiência do Ensino Não Presencial Emergencial (Enpe) em universidades públicas

Abstract

This research analyzed the influence of the Emergency Remote Teaching (ERT) experience on the process of institutionalizing Distance Education (DE) in Brazilian public universities. The study aimed to understand how the transformations triggered during the Covid-19 pandemic impacted the pedagogical, technological, organizational, and cultural dimensions of DE, contributing to its institutional consolidation. To this end, a qualitative approach was adopted, developed through the triangulation of a systematic literature review, document analysis, questionnaires, and semi-structured interviews with faculty members and professionals affiliated with the Federal University of São Carlos (UFSCar) and the Federal University of Lavras (UFLA), who were involved in undergraduate education during the Covid-19 pandemic. The systematic review showed that post-pandemic research on DE has focused on topics related to teacher training, digital technologies, democratization of access, infrastructure, and the impacts of the pandemic. The empirical results indicated that ERT promoted the expansion of digital technology use, strengthened virtual learning environments, and encouraged the incorporation of new pedagogical practices into academic routines. Administrative and regulatory changes were also identified, which supported the adoption of technological resources and expanded institutional discussions about this modality. On the other hand, the data revealed persistent challenges related to faculty workload, inequalities in access to technology, insufficient specific training for working in digital environments, and the persistence of cultural resistance to DE. Participants’ perceptions showed that, although some practices developed during the emergency period were incorporated into institutional routines, the consolidation of this modality still faces structural and organizational limitations. It is concluded that ERT accelerated certain pedagogical, technological, and administrative changes in the universities studied. However, these transformations were not sufficient to ensure its institutionalization. The consolidation of this modality depends on the continuity of institutional policies, the ongoing professional development of those involved, the strengthening of infrastructure conditions, and the legitimation of DE as an integral part of the academic mission of public universities.