As a result of the "state of alarm," decreed due to the COVID-19 pandemic in Spain, all educational centers were closed and the educational system was reorganized so that 10 million students could continue their education remotely. This research, which is exploratory in nature, has investigated the vision that the families and, above all, the students themselves have of the educational measures that have been taken to deal with this period. 3400 Spaniards answered a survey, whose answers were analyzed, following mainly quantitative techniques (descriptive statistical analysis,) but also qualitative ones (content analysis.) Five fundamental ideas were identified from the results: (1) the digital divide adds to and amplifies the social divide, increasing inequality in times of crisis; (2) technologies, which have been an essential ally during the crisis, are not an alternative to the face-to-face educational relationship, but are an increasingly enriching tool to support the teaching-learning process; (3) it is necessary to rethink the current encyclopedic curriculum in order to discern what is dispensable from what is indispensable and to prioritize relevant content; (4) evaluation is not about grading, it is about understanding how the learning process has taken place in order to help each student to keep moving forward, and (5) it is necessary to " look after people " and give priority to their overall well-being, so that " no one is left behind".

La educación democrática es esencial para la construcción de sociedades más justas y equitativas. De ahí la importancia de la participación de niños y niñas y del ejercicio de la ciudadanía en la escuela, que ha de realizarse desde edades tempranas, apenas los pequeños inician el proceso de socialización con sus pares. Sin embargo, son escasas las experiencias de prácticas democráticas en educación infantil formal, quizás por la escasa consideración de la infancia como sujeto de derechos de ciudadanía. En este artículo se analizan las acciones y los diálogos, tanto en el aula como fuera de ella, de una maestra, con una intensa trayectoria en los Movimientos de Renovación Pedagógica (MRP), y de las niñas y niños de educación infantil de una escuela pública de España, respecto al ejercicio de la educación democrática. La investigación se concreta en un estudio de casos realizado a lo largo de dos cursos académicos (2018 a 2020), que se sirve de observación participante, entrevistas informales, entrevistas en profundidad y análisis documental. Los resultados indican que es posible favorecer acciones centradas en el alumnado y en su participación ciudadana, con la perspectiva de la educación democrática y desde muy tempranas edades (2 a 5 años). Para ello resultan esenciales el compromiso docente con los derechos del niño, la utilización del diálogo como eje vertebrador, el impulso por el cuidado de uno mismo y del otro, el fomento de la convivencia y la cooperación entre pares, la denuncia de la injusticia, la promoción de la igualdad y el desarrollo diverso de relaciones con el entorno.

PurposeMarch 14, 2020, marked the beginning of an unexpected state of emergency in Spain due to the impact of the coronavirus disease 2019 (COVID-19). From that moment on, the educational system had to adapt so that millions of students could continue their education at home. Through a descriptive study, the reality and perceptions that Spanish families have about the educational actions that took place during the compulsory lockdown of the Spanish population is presented.Design/methodology/approach3,400 representatives of family units from 17 autonomous communities answered a survey, the data were analyzed using descriptive and frequency statistics.FindingsRelevant conclusions were drawn from the results. Despite the efforts of the authorities, the economic, cultural, social and digital divides leave many households without access to the fundamental right of education; families value the support of technologies but consider that they should not replace the face-to-face education that is necessary for the development process of minors; it is necessary to adapt the school content for a future postpandemic, discriminating the expendable from the essential in the school curriculum; priority must be given to the integral well-being of people in educational policies and also to the most vulnerable ones.Originality/valueThe study allows progress in the analysis of educational policy proposals in the face of future crisis.

This study describes the assessment that university students make regarding the model of evaluation of Higher Education during the period of confinement by COVID-19 in Spain. We developed a descriptive study through an online questionnaire designed from the assessment and qualification proposals presented by Spanish Network of University Quality Agencies (REACU), The National Agency for Quality Assessment and Accreditation (ANECA), UNESCO and the Spanish Ministry of Universities. Following its application to a sample of 1008 students from across the country, it is observed that university students demand greater flexibility in online assessment, introduce learning-oriented assessment practices in accordance with a formative and continuous assessment approach, in addition to using various strategies and instruments. However, they are reluctant to introduce peer evaluation mechanisms, although they do propose democratic evaluation. The future of Higher Education, after COVID-19, is adopting hybrid and mixed models of training and evaluation, so it is imperative to investigate students’ vision and analyse the practices developed during the crisis to reinforce an assessment in Higher Education that ensures equity and enhances learning.

Las Administraciones Educativas han establecido instrucciones y normativas para regular el fin de curso escolar, su evaluación y el inicio del nuevo curso, ante la situación de suspensión de clases durante el tercer trimestre y el confinamiento en el domicilio de la población, decretado por la pandemia del Covid-19. Estos 20 documentos y 369 páginas permiten investigar las distintas políticas educativas adoptadas por las Comunidades Autónomas en España. Se ha utilizado para ello un análisis crítico del discurso. Los resultados indican que las normativas se encuadran entre dos grandes enfoques: uno más “progresista” centrado en asentar los aprendizajes básicos y relevantes, el apoyo emocional y la evaluación formativa, donde la tercera evaluación no presencial se consideraba “no calificable”. Otro más “conservador” que, apuesta por seguir avanzando contenidos, evaluarlos, estableciendo no promocionar ni titular con asignaturas suspensas. No obstante, hay una serie de medidas que han generado un consenso pedagógico muy positivo de cara a las futuras políticas educativas en este país, en torno a “no dejar a nadie atrás”, la flexibilización del proceso educativo, la evaluación como mejora, la potenciación del uso didáctico de las tecnologías o el apoyo y refuerzo.