COVID-19 e desigualdades escolares

Abstract

Os efeitos da pandemia COVID-19 fizeram-se sentir nos mais diversos domínios da vida em sociedade. Perante o encerramento das escolas, a solução a que se recorreu, um pouco por todo o mundo, consistiu na substituição do ensino presencial pelo ensino remoto de emergência. A transição de modalidade de ensino influenciou a aprendizagem dos/as alunos/as, tornando-os/as mais dependentes do apoio e dos recursos familiares, colocando no centro do debate educativo a questão do impacto das desigualdades sociais no processo de ensino e aprendizagem. O presente artigo corresponde a uma revisão sistemática da literatura realizada com os objetivos de: a) identificar e descrever os efeitos do encerramento das escolas no processo de ensino e aprendizagem; e b) compreender que medidas foram adotadas no sentido de minimizar o efeito das desigualdades sociais nos resultados escolares. Os dados recolhidos parecem demonstrar uma correspondência entre a qualidade do processo de ensino e aprendizagem dos/as alunos/as e o capital económico e cultural das famílias, revelando o agravamento das desigualdades escolares provocadas pela pandemia.
 
 Submetido: 30.01.2021
 Aceite: 08.03.2021

Democratisation and Educational Inclusion during Lockdown Times: Perceptions of Portuguese Teachers

“…Since the start of the pandemic, worsening social and educational inequality has been a focus, both in terms of public policy and the already sizeable body of research published on the subject [1][2][3][4]. In particular, several authors have drawn attention to the need to prevent a shift toward the production, marketing, and widespread consumption of teaching kits and other content that risks increasing the extent to which major technology companies control education [5,6], thus aggravating inequalities and the instrumentalisation of education [7].…”

Education in Emergency: Lessons Learned About School Management Practices and Digital Technologies

“…During this period, school leaders were faced with the need to reorient strategies and reinvent solutions capable of solving problems, even if in part, posed by the pandemic and health issues(McLeod & Dulsky, 2021). One highlighted need was the importance of creating conditions for all students to access online classes, seeking to reduce pre-existing situations of inequality that were intensified in this pandemic period(Bonal & González, 2020;Muchacho, Vilhena, & Valadas, 2021).In the same year (2020), following what was established in the Action Plan for Digital Education 2021-2027 (European Commission, 2020), in Portugal, the Digitalisation Programme for Schools was implemented, under the Action Plan for Digital Transition (Presidência do Conselho de Ministros, 2020), which foresees the development of a programme for the digital transformation of schools.…”