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Abstract

The model of education in Portugal and around the world is changing. Online education is not accepted by all, and it loses quality whether or not it is in a pandemic scenario. Therefore, this work of analysis and discussion aims to find out which the measures are most appropriate to be adopted to protect public health and at the same time maintain the quality of teaching and acceptance by all. The solution is based on a mixed teaching model, that is, some face-to-face classes and other in distance and e-learning classes, because online education has worse learning results than faceto-face education, according to experts in the field.

Cross-national comparison of gender discrepancies in distance education

“…In Portugal, the pandemic affected teaching methods, changing the educational approaches. Many students and instructors had not previously experienced online classes (Pascoal, 2020). Despite significant adaptation efforts, institutions were perceived as unprepared.…”

Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges

“…These responses show that teachers have been overwhelmed with the task of providing remote learning opportunities to their students. As stated by one of the respondents, "the management of the different tasks, especially regarding the management of the different situations of students' access to the digital and the feedback to be provided to all students" increased stress situations, just as remarked by [42].…”

Transitar para um ensino remoto emergencial

“…Proposto por Hodges et al (2020), o conceito de ensino remoto emergencial traduz-se numa mudança rápida dos processos de ensino e aprendizagem presenciais para outros tecnologicamente mediados, de modo a assegurar as atividades instrucionais em segurança, mas sem a existência de modelos alternativos. De facto, foi ao que se assistiu nas escolas portuguesas, onde se implementou um ensino remoto, com o completo afastamento físico entre os principais atores do processo educativo (professores/as e estudantes), e emergencial, porque colocado em prática sem uma efetiva reflexão pedagógica (Gonçalves, 2020;Pascoal, 2020).…”

“…Conforme relata Pascoal (2020), o Ministro da Educação Tiago Brandão Rodrigues elogiava a capacidade de uma drástica adaptação dos/as docentes a esta situação. Não houve de facto tempo de preparação ou de adaptação, apesar de todas as formações e diretrizes oficiais no sentido de maior digitalização das escolas portuguesas.…”