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Abstract(s)
A crise pandémica provocada pela COVID-19, originou o fecho das escolas dos
diversos graus de ensino em março de 2020, conduzindo à passagem de um regime de ensino e
de aprendizagem presencial para um regime online através de diferentes tipos de plataformas,
procurando evitar disrupções nas aprendizagens das crianças e dos jovens.
Ora a complexidade que caracteriza não só o trabalho docente e dos responsáveis escolares,
mas também do ato de aprender e de estudar, a par do bem-estar dos estudantes e das famílias,
aquando da passagem para um regime online, adquiriram contornos paradoxais situados entre
a procura de alternativas aos modos do fazer político e do fazer pedagógico e didático e a
continuidade de modalidades tradicionais de formação das crianças e dos jovens.
Neste contexto, esta comunicação procura discutir e analisar os modos como as políticas
públicas foram apresentadas e discutidas no espaço público e de que modos os diferentes tipos
de atores, políticos, comentadores, professores e famílias, percecionam as opções
governamentais assim como os modos como as instituições de formação dão resposta e
operacionalizam as medidas propostas bem como os modos como perspetivam o futuro.
The pandemic crisis caused by COVID-19 led to the closure of schools of different levels of education in March 2020. This closure led to the transition from a classroom-based teaching and learning basis to distance teaching and learning regime through different types of platforms, and in which efforts were made to avoid disruptions in the teaching and learning processes. The complexity that characterizes the teachers and school heads work, and the act of learning and studying, together with the well-being of students and families, acquired paradoxical contours between the search for alternatives of doing politics and innovative pedagogical and didactic work and the continuity of traditional forms of training. In this context, this communication seeks to discuss and analyse the ways in which public policies were presented and discussed in the public sphere and in what ways the different actors, politicians, commentators, teachers, and families, perceive governmental options, the ways in which training institutions respond and operationalize the proposed measures and the modalities in which they look to the future.
The pandemic crisis caused by COVID-19 led to the closure of schools of different levels of education in March 2020. This closure led to the transition from a classroom-based teaching and learning basis to distance teaching and learning regime through different types of platforms, and in which efforts were made to avoid disruptions in the teaching and learning processes. The complexity that characterizes the teachers and school heads work, and the act of learning and studying, together with the well-being of students and families, acquired paradoxical contours between the search for alternatives of doing politics and innovative pedagogical and didactic work and the continuity of traditional forms of training. In this context, this communication seeks to discuss and analyse the ways in which public policies were presented and discussed in the public sphere and in what ways the different actors, politicians, commentators, teachers, and families, perceive governmental options, the ways in which training institutions respond and operationalize the proposed measures and the modalities in which they look to the future.
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Citation
Vasconcelos, A. A. (2021). Políticas públicas da educação em tempo de pandemia: Um olhar através da imprensa. In J. Grácio, J. V. Torres, M. C. L. Paniago, M. R. Rodrigues, M. Figueiredo, & M. B. Arguelho (Orgs.), Atas / anais do encontro cultural digital e educação na década de 20 (pp. 230-235).
Escola Superior de Educação do Instituto Politécnico de Setúbal.
Publisher
Escola Superior de Educação do Instituto Politécnico de Setúbal