Normativas Regulatórias Dos Cursos De Enfermagem a Distância: Ações E Reações Do Conselho Federal De Enfermagem

Abstract

Objetivo: Analisar a regulação da Educação a Distância em cursos de Enfermagem no Brasil e as ações e reações do Conselho Federal de Enfermagem. Metodologia: Trata-se de um estudo exploratório, descritivo e analítico, por meio da técnica de investigação documental em sites governamentais, elegendo o campo das políticas públicas brasileiras de educação de Enfermagem. Resultados: Frente aos inúmeros cursos, surgiu uma vasta legislação da Educação a Distância que, ao longo do tempo, flexibilizou os requisitos. Pode-se observar que há uma distorção entre o número de vagas na modalidade à distância e o número de matrículas efetivadas. Conclusão: A legislação sobre o ensino à distância no Brasil sofreu várias atualizações e flexibilizações. O Conselho Federal de Enfermagem expõe sua preocupação com a qualidade do ensino superior brasileiro, em especial com a modalidade à distância, inaceitável para a formação de profissionais de saúde, em especial de Enfermagem.Descritores: Enfermagem, Avaliação Educacional; Instituições de Ensino Superior; Educação em Enfermagem; Educação a Distância.REGULATORY STANDARDS OF NURSING DISTANCE COURSES: ACTIONS AND REACTIONS OF THE FEDERAL COUNCIL OF NURSINGObjective: To analyze the regulation of distance education courses in Nursing in Brazil and the actions and reactions of the Federal Nursing Council. Methodology: This is an exploratory, descriptive and analytical study, through the technique of documentary research in government websites, electing the field of Brazilian public policies of higher education. Results: In front of the numerous courses, a vast legislation appeared, seeking to demand flexible requirements in Distance Education. Conclusion: The Legislation on distance education in Brazil has undergone several updates and has become more flexible. The Federal Nursing Council expresses its concern about the quality of Brazilian higher education, especially with the modality in distance, unacceptable for the training of health professionals, especially Nursing.Descriptors: Nursing; Educational Evaluation; Higher Education Institutions; Nursing Education; Distance Education.NORMAS REGULADORAS DE CURSOS A DISTANCIA DE ENFERMERÍA: ACCIONES Y REACCIONES DEL CONSEJO FEDERAL DE ENFERMERÍAObjetivo: Analizar la regulación de la Educación a distancia en cursos de Enfermería en Brasil y las acciones y reacciones del Consejo Federal de Enfermería. Metodología: Se trata de un estudio exploratorio, descriptivo y analítico, por medio de la técnica de investigación documental en sitios gubernamentales, eligiendo el campo de las políticas públicas brasileñas de educación de la enseñanza superior. Resultados: Frente a los innumerables cursos, surgió una vasta legislación buscando exigir en la Educación a distancia requisitos flexibilizados. Conclusión: La Legislación sobre la enseñanza a distancia en Brasil sufrió varias actualizaciones y flexibilizaciones. El Consejo Federal de Enfermería expone su preocupación por la calidad de la enseñanza superior brasileña, en especial con la modalidad en la distancia, inaceptable para la formación de profesionales de salud, en especial de Enfermería.Descriptores: Enfermería; Evaluación Educativa; Instituciones de Enseñanza Superior; Educación en Enfermería; Educación a Distancia.

Cenário da educação superior à distância em saúde no Brasil: a situação da Enfermagem

“…However, previous studies indicate that, for Nursing, there would be a distortion between the volume of seats offered and effective enrollments, which is characterized by the idleness of almost 80% of the seats offered in the distance modality. 11,14 Part of this situation can be the result of the heterogeneous geographic distribution of these Hubs within the country.…”

“…In addition, the CNS itself has been drafting resolutions, formally opposing the offer of undergraduate health courses in DE. 11 Until then, the need for the opinion of the CNS to regulate the offer of courses was necessary only for Dentistry, Medicine, Psychology and Law. Such a requirement may also have contributed to the absence of courses in the DE modality for these undergraduate courses in the e-MEC database throughout the period analyzed in this study.…”

“…21 However, for the COFEN and the Brazilian Nursing Association, this expansion goes against the Nursing DCNs, as it weakens the training of the nurse, which must be essentially in-person. 11 Supported by this idea, these entities are fighting for the approval of bills that require training exclusively in in-person courses for the Nursing professionals, arguing that in the DE format it is not possible to adequately qualify the professionals in technical terms, nor make them deal with human relationships, which can contribute to loss of quality of care and to health risks, as well as induce dehumanized and impersonal assistance. 11,22 International studies even demonstrate the importance of DE as a possibility for training Nursing human resources.…”

“…They also highlight the contradictions of this type of teaching, which are the most vulnerable points in distance education. 10,11 Among them, the inability to guarantee training with a solid theoretical basis; inability to qualify professionals within the competence prerogatives defined in the National Curricular Guidelines (Diretrizes Curriculares Nacionais, DCNs) of undergraduate Nursing courses; late and fragmented insertion in the health services with training little based on experiences resulting from clinical practices, contact with users and with other health system professionals. Despite this, in recent years the Ministry of Education has been authorizing and recognizing the creation and operation of undergraduate courses in Nursing in the DE modality.…”

“…Despite this, in recent years the Ministry of Education has been authorizing and recognizing the creation and operation of undergraduate courses in Nursing in the DE modality. 10,11 However, the regional distribution of their teaching centers takes place overlapping the offer for classroom courses, maintaining the concentration of most of the centers in the most developed regions of the country. On the other hand, there are still few studies that analyze the characteristics of this expansion.…”