Review of the article by author Simon Schwartzman, published on June 13, 2025, on the blog: https://www.schwartzman.org.br/sitesimon/o-novo-ensino-a-distancia/
By Prof. Elisa Carbonari, PhD – MUST University – July 2025
In the article “The new distance learning”, published in June 2025, sociologist and researcher Simon Schwartzman presents a provocative and relevant analysis of the new guidelines established by the Ministry of Education (MEC) for distance higher education in Brazil. In a context of profound regulatory changes, the author questions the paths chosen by the State to ensure educational quality and raises the debate about the limits between control and innovation.
Based on concrete data, Schwartzman highlights the impressive expansion of distance learning in the last decade, especially after 2015. The advancement of this modality, which will account for almost half of all enrollments in 2023, is attributed not only to more affordable costs for institutions, but mainly to the possibility of including students who, geographically or financially, would be excluded from traditional higher education.
However, the new MEC rules, by establishing rigid categories of courses (face-to-face, blended, and distance learning) and restricting the offer of distance learning to areas such as health and teacher training, may slow down this democratization process. Based on the data presented, the author projects that the number of students in distance learning may fall from 4.9 million to 2.8 million by 2026. Such a decline would not only threaten the financial sustainability of many institutions, but also represent a setback in access to higher education for the most vulnerable segments of the population.
The most critical point of the analysis concerns the regulatory model adopted. According to Schwartzman, Brazil insists on excessively bureaucratic control, based on formats, timelines, and curricula, rather than focusing on concrete learning outcomes. The author proposes that the country adopt a more modern and efficient model, with independent evaluations and external certifications, as is the case with the OAB exam, for example. In this logic, the role of the State would be less that of manager of the process and more that of guarantor of final quality.
Another important aspect of the article is the deconstruction of the idea that face-to-face learning is, in itself, synonymous with quality. Schwartzman argues that good educational results are linked to teacher training, curriculum structure, and the institution’s ability to monitor students, regardless of the channel used for teaching. He argues that, in many cases, the intelligent use of technology can be more effective than the traditional face-to-face model.
As an educator and manager of an institution that operates exclusively online, I see Schwartzman’s analysis as conceptual and strategic support for the work we do at MUST University. Our commitment to quality is reflected not only in cutting-edge technology and active learning methodologies, but above all in the concrete results of our students—verified in internal evaluations and high satisfaction rates.
The proposal to replace bureaucratic control with a performance-based evaluation system converges with our institutional philosophy: to offer accessible, innovative, and student-centered education. In times of regulatory change, it is essential that universities be prepared to respond with agility and creativity, investing in robust governance, continuing education for faculty, and building a resilient organizational culture.
Schwartzman’s article is, therefore, more than a critique of the MEC’s guidelines—it is a call to reflect on the future of higher education in Brazil. His text invites managers, public policy makers, and educators to rethink the criteria that define quality and to recognize the transformative potential of distance learning when applied with seriousness, science, and social commitment.
References:
VERHINE, R. E.; DANTAS, L. V. Distance learning graduate programs: perspectives from international experience. Education & Society, v. 45, p. 1-18, 2024.
VERHINE, R.E.; SIQUEIRA, V.B. Graduate studies and distance education. Journal of Educational Policies, v. 18, p. 1-19, 2024.
Prof. Elisa Carbonari, PhD, Vice President of MUST University – FL – USA
