Implications of the COVID-19 pandemic on funding basic education

Abstract

Resumo O objetivo do presente artigo é estimar impactos da queda da arrecadação tributária para o financiamento da educação básica em virtude dos efeitos econômicos adversos da pandemia da COVID-19. Para tanto, são analisados três cenários hipotéticos de queda da arrecadação e seus efeitos para as receitas da educação nos estados e municípios, por meio de um modelo de previsão que combinou dados de receitas de impostos com receitas vinculadas a educação e matrículas. No cenário mais otimista, a redução da receita líquida de impostos de 7% implicaria um decréscimo dos recursos para educação básica de R$ 16,6 bilhões por ano. A receita aluno-mês, que, em 2018, foi de R$ 460,00 em média, poderia cair em proporções que variam entre 4,1% e 26,9%, a depender do cenário de redução e do contexto de cada município. Diante da previsível diminuição de recursos, são propostas medidas urgentes para atenuar o aprofundamento das desigualdades na educação, as quais convergem para a transferência de recursos da União aos governos subnacionais. Finalmente ressalta-se o papel virtuoso do investimento na educação, dada a capilaridade desta e o seu caráter intensivo em pessoal.

Exploring Strategic Opportunities for Better Learning. Student Concerns at a Private University

“…The vision of this organizational analysis also contemplates, as a next step, the development of proposals so that these services are not only improved, but are sustainable, have an organic and flexible process to propose themselves in specific spaces, generate collaborative learning and are meaningful and personalized to your beneficiaries. Now, under the assumptions that guide this project, it is important to seek a balance between the face-to-face mode and the remote mode of education (Alves et al, 2020). The bet that arises from how progress has been made in research is to generate a conscious capacity to provide elements for students to strengthen and consider the importance of soft skills (Garrett, 2016).…”

The challenges of education in a continental country in the face of new severe acute respiratory coronavirus virus 2 (SARS-CoV-2) variant circulation

“…1 According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), Brazilian students were the most affected by the closing of schools compared to students from other countries. 2,3 During the school closures, digital learning and other alternative educational strategies were implemented to avoid the academic regression of children and adolescents. However, home confinement and distance learning have caused psychological disorders for some students.…”

“…Thus, the lack of basic infrastructure in Brazilian public schools represents an obstacle to the necessary adaptations to prevent the spread of SARS-CoV-2 among students and staff. 2 Therefore, the elaboration and execution of health protocols for the schools reopening during the pandemic should be supported by real data representative of each region and Brazilian context because socioeconomic vulnerabilities and comorbidities are risk factors for the worsening of COVID-19 rates among Brazilian children. As long as no COVID-19 vaccination or treatment is available for children, the return to face-to-face classes places Brazilian students at higher risk for COVID-19 due to the national circulation of highly transmissible SARS-CoV-2 lineages and the lack of hospital beds in low-income regions of the country.…”

“…The challenges of education in a continental country in the face of new severe acute respiratory coronavirus virus 2 (SARS-CoV-2) variant circulation Henry Marcel Zalona Fernandes MSc 1 , Karla Rodrigues Miranda PhD 1 , Rubens Clayton da Silva Dias PhD 2 , Daniela Sales Alviano PhD 1 , Rafael Silva Duarte MD, PhD 1 and Ana Carolina da Silva Carvalho PhD 3 1 Institute of Microbiology, Federal University of Rio de Janeiro, Rio de Janeiro, Rio de Janeiro, Brazil, 2 Biomedical Institute, Federal University of State of Rio de Janeiro, Rio de Janeiro, Rio de Janeiro, Brazil and 3 Institute of Chemistry, Federal University of Rio de Janeiro, Campus Macaé, Macaé, Rio de Janeiro, Brazil…”