The Global Crisis Brought about by SARS-CoV-2 and Its Impacts on Education: An Overview of the Portuguese Panorama

Sá, María José; Serpa, Sandro

doi:10.15354/sief.20.ar039

Cited by 41 publications

(59 citation statements)

References 2 publications

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“…The emergence of Covid-19 has meant innumerable changes in the educational arena (Sá and Serpa 2020). The pandemic has led to the implementation of protocols that has changed how teachers teach and communicate with students and families.…”

Section: Introductionmentioning

confidence: 99%

Exploring the changes of physical education in the age of Covid-19

Varea

González-Calvo

Monge

2020

Physical Education and Sport Pedagogy

117

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Background: Physical education (PE) has been traditionally considered as a practical and 'hands-on' subject in schools, where close proximity and physical contact is common, particularly in Spain which has a high proximity culture. Significantly, the delivery of PE has changed because of the Covid-19 pandemic, and this brings significant consequences for preservice PE teachers. Purpose: The aim of the paper is to explore the changes of PE during Covid-19 and the effects on pre-service teachers. Methods: Semi-structured interviews were used to produce data with a group of 12 preservice PE teachers from Spain (four women and eight men) who were undertaking their practicum in PE when the Covid-19 lockdown was imposed in Spain [14 March 2020]. Dredging was used as an analytical technique to identify the relations and affects that comprised assemblages of bodies, things and social formations. Findings: Results suggest that preservice teachers are having difficulties in re-assembling PE in the age of Covid-19, and that this produces the affects of precarity, fear and insecurity. Furthermore, the PE reassemblage also results in a shift of pedagogical affects. The participants particularly struggled to think on a PE assemblage that does not include the affect of physical encounters with their students. The new assemblage of PE also included encounters with digital technologies, which allowed for particular openings and closings for a re-alignment into the shifted PE. Conclusions: Pre-service teachers were unfamiliar with the way the PE assemblage has shifted, and this shifting affected their ability to produce affects in the 'new PE'. The new PE assemblage leads to a significant change in the culture of PE teaching in Spain, where physical contact between teachers and students was previously normal and taken for granted.

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Section: Introductionmentioning

confidence: 99%

Exploring the changes of physical education in the age of Covid-19

Varea

González-Calvo

Monge

2020

Physical Education and Sport Pedagogy

117

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“…Several countries have been adopting measures to mitigate the impact of the epidemic. Among these measures, we highlight (1) social distancing (especially the immediate isolation of people with symptoms, the suspension of mass meetings, social distancing in the workplace and schools shutdown); (ii) citizens' awareness of the severity of SARS-CoV-2; (iii) the prevention and control of COVID-19 in hospitals and other healthcare facilities; (iv) training of all healthcare facilities' staff; (v) rationalization of the use of limited resources; and (vi) creation and implementation of surveillance systems to detect cases and assess the transmission of the virus among populations [1].…”

Section: Introductionmentioning

confidence: 99%

“…These measures include, among others, the suspension of face-to-face classes and student tutorial support. These activities, previously carried out mostly in person, began to be developed via the Internet, in a context in which digital, as well as classes broadcasted through television, became the only means of interaction between teachers and students [1]. This challenge of living and coexisting, at least for several months, with a contingent situation caused by COVID-19, can also be viewed as shaping the need for adaptation, but -and especially -as opportunities and new challenges for educational institutions.…”

Section: Introductionmentioning

confidence: 99%

COVID-19 and the Promotion of Digital Competences in Education

Sá¹,

Serpa²

2020

ujer

Self Cite

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The pandemic caused by COVID-19 has profound consequences on social, economic and cultural life worldwide, and is affecting, throughout the world, the regular functioning of educational institutions at all levels, with their temporary shutdown and the impossibility of face-to-face classes. This study aims to add to the analysis of the implications of this context in the reformulation of education shaped by the digital. To fulfill this goal, the authors carried out a document collection, and also mobilized their experience in the research and teaching of this topic. It is concluded that these unforeseen circumstances may be a key moment of opportunity for reformulating teaching, with the implementation, development and dissemination among teachers and students of digital technologies in shaping a society that is, itself, increasingly digital, notably Society 5.0. To this end, and as main implications, the agents of the educational process, teachers and students, due to their traits and various reasons, will have to prepare for student-centered learning through the intentional and sensible mobilization of digital technologies in a complex process, in which each agent will be, ultimately, a critical content creator with enhanced digital literacy. In the contemporary digital society, the school needs to reinvent itself, which is even more pressing with the Covid-19 pandemic. Aspects such as training, internet access infrastructure, hardware and software, digital literacy, and students and academics' teaching and learning strategies are essential. The school offers, thus, a critical contribution to social cohesion and social equity through digital inclusion in education for sustainable development.

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“…The measures adopted by many countries and regions to establish quarantine, social isolation and community containment have profound implications beyond the purely medical and public health aspects in controlling this disease. On the one hand, they raise questions about individual freedom and human rights [14,23,[78][79][80][81][82][83]. On the other hand, social interactions and social institutions are central elements in the control of this disease [7,14,40], which brings out the importance of the Social Sciences' perspectives.…”

Section: Social Sciences and Covid-19mentioning

confidence: 99%

“…The vast majority of countries [9][10][11] have imposed a set of preventive procedures and devices, in addition to medical tests, based on isolation, quarantine, community containment and physical distancing [12,13], travel restrictions, hand hygiene and the banning of events and gatherings. These measures have led to the temporary closure of several economic and social institutions, a relative national lockdown in several countries and enormous pressure on health systems [12,[14][15][16][17][18][19][20][21][22][23]. However, countries such as Sweden, South Korea and Taiwan did not impose total containment but followed a strategy that articulated quarantine targeting risk groups, monitoring, and large-scale testing, together with social distancing measures (even the use of masks).…”

Section: Introductionmentioning

confidence: 99%

The COVID-19 Contagion–Pandemic Dyad: A View from Social Sciences

Ferreira

Sá²,

Martins

et al. 2020

Societies

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The objective of this concept paper focuses on the relevance of the analytical potential of Social Sciences for understanding the multiple implications and challenges posed by the COVID-19 contagion–pandemic dyad. This pandemic is generating a global threat with a high number of deaths and infected individuals, triggering enormous pressure on health systems. Most countries have put in place a set of procedures based on social distancing, as well as (preventive) isolation from possible infected and transmitters of the disease. This crisis has profound implications and raises issues for which the contribution of Social Sciences does not seem to be sufficiently mobilised. The contribution of Social Sciences is paramount, in terms of their knowledge and skills, to the knowledge of these problematic realities and to act in an informed way on these crises. Social Sciences are a scientific project focused on interdisciplinarity, theoretical and methodological plurality. This discussion is developed from the systems of relationships between social phenomena in the coordinates of time and place, and in the socio-historical contexts in which they are integrated. A pandemic is a complex phenomenon as it is always a point of articulation between natural and social determinations. The space of the discourse on the COVID-19 pandemic can be understood as the expression of a coalition of discourses, i.e., the interaction of various discourses, combined in re-interpretative modalities of certain realities and social phenomena. The circumstantial coalitions of interests, which shape the different discursive records and actions produced by different agents of distinct social spaces, enable the acknowledgement and legitimation of this pandemic threat and danger, and the promotion of its public management.

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The Global Crisis Brought about by SARS-CoV-2 and Its Impacts on Education: An Overview of the Portuguese Panorama

Cited by 41 publications

References 2 publications

Exploring the changes of physical education in the age of Covid-19

Exploring the changes of physical education in the age of Covid-19

COVID-19 and the Promotion of Digital Competences in Education

The COVID-19 Contagion–Pandemic Dyad: A View from Social Sciences

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