The “new normal” in education

Pacheco, José Augusto

doi:10.1007/s11125-020-09521-x

Cited by 77 publications

(59 citation statements)

References 25 publications

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“…A pandemia teve um impacto brutal a nível mundial com a disrupção das atividades letivas e a adoção do ensino a distância, com todas as vantagens ou desvantagens que ambas significam. Tem sido reconhecido que a pandemia não significa a introdução de um novo normal na educação, tão-só a sua aceleração, ao nível das tecnologias digitais (Daniel, 2020;Pacheco, 2020b;Reimers, 2020aReimers, , 2020b. Como reconhecem os professores deste estudo empírico, a pandemia criou um novo normal ao nível do funcionamento da escola, acelerando o que já estava em curso (OCDE, 2019) em direção à sociedade digital.…”

Section: Discussão Dos Resultadosunclassified

“…Em consequência, a educação orientar-se-á por perspetivas multiculturais (ONU, 2020), pela cidadania como compromisso global e pessoal (Treviño et al, 2020), pela solidariedade, colaboração e escolhas éticas (Reimers, 2020b), bem como por uma tradição mais humanista centrada no conhecimento do mundo (Pacheco, 2020b). Latour (2020) levanta a hipótese de que a pandemia será um ponto de partida para ter uma relação mais consciente com o meio ambiente e a gestão sustentável dos recursos humanos.…”

Section: Das Medidas Emergentes Da Pandemia E Dos Seus Efeitos Educacionais Ao Nível Da Escolaunclassified

“…Assim se compreende que a OEI (2021), tendo como referência a Ibero-América, proponha linhas estratégicas para a educação, orientadas pelos direitos humanos, pela cidadania global, pela inclusão e pelas competências para o século XXI. Por isso, fará sentido falar num currículo pós-covid (Pacheco, 2020b) para a educação básica, que integre a mudança em curso ao nível das tecnologias digitais, explorando novos materiais pedagógicos e novas formas de ensinar e de aprender, práticas escolares inclusivas e práticas curriculares centradas na educação para a cidadania, em que os problemas locais e globais são a base para uma educação crítica. Como refere Reimers (2020c, p. 402), somente a partir de programas de cidadania global é que a pedagogia promove a "aprendizagem baseada em projetos e a integração da educação com problemas significativos", de modo a "construir um mundo melhor".…”

Section: Conclusãounclassified

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Educação básica e pandemia. Um estudo sobre as perceções dos professores na realidade portuguesa

Pacheco

Morgado

Sousa

et al. 2021

RIEOEI

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Starting from the political options in education in Ibero-America, this article focuses on the analysis of measures taken in Portugal in order to respond to the evolution of the Covid-19 pandemic. From the theoretical-conceptual analysis we highlight the systematic use of online education and the effects that accentuate an educational reality discernable by inequality and exclusion. Based on quantitative empirical study, of quantitative, through the implementation of a questionnaire to teachers of basic education (n=280), data characterizing two distinct phases are presented: the closure of schools with the emergence of the pandemic; the return to face-to-face teaching, from the moment when the pandemic was already under control. The empirical data show that teachers emphasize that online learning leads to inequalities among students and contributes to reduced learning, and that teachers have embraced the innovative measures introduced by digital technologies. Teachers reveal a certain skepticism regarding the social valorization of the teaching profession and the school. As a challenge for the post-Covid-19 curriculum, the importance of education for citizenship, organized in the school according to the search for answers to global and local problems, is highlighted.

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Section: Discussão Dos Resultadosunclassified

Section: Das Medidas Emergentes Da Pandemia E Dos Seus Efeitos Educacionais Ao Nível Da Escolaunclassified

Section: Conclusãounclassified

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Educação básica e pandemia. Um estudo sobre as perceções dos professores na realidade portuguesa

Pacheco

Morgado

Sousa

et al. 2021

RIEOEI

Self Cite

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“…The theory of embodied cognition has complexified how learning can be understood and conceptualized in a virtual or cyberspace that is non-identical to the three-dimensional physical space but is rather a mere stimulation of the real space (Galik & Tolnaiova, 2020 ). The limited literature available in this area points out that cyberspace is often conceptualized to be a non-space where the learners and the instructors experience a sense of disembodiment (Dreyfus, 2008 ; Pacheco, 2020 ). Further, a handful of studies have argued that there is an extension of embodied selves of the learners, the instructors, and the peers in cyberspace where they face complications and disruptions in the perceived and habitual practices of teaching and learning (Kazan, 2007 ; Land, 2013 ).…”

Section: Research Questionsmentioning

confidence: 99%

The mobility paradigm in higher education: a phenomenological study on the shift in learning space

Chattaraj

Vijayaraghavan

2021

Smart Learn. Environ.

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The study, through the framework of mobility and space, explores the phenomenon of multiple shifts in learning spaces induced by COVID-19. The Interpretative Phenomenological Approach (IPA) is adopted to document the experiences and perceptions of learners caught within these spatial shifts—physical, online, and hybrid. Online interviews were conducted with six first-year undergraduate and three first-year postgraduate students enrolled at the department of English and Cultural Studies in a Southern Indian University. Some of the dominant patterns emerging from the accounts of the participants are (1) the changing perception of conducive learning space, (2) the changing perceptions and roles of various classroom actors, and (3) the evolving nature of the learners and the learning process. The study utilizes the framework of mobility to locate the stage of embodied skill acquisition of the participants within the online learning space and illuminates the possibilities offered by this paradigm within the context of higher education. Some of the insights gained through the study include a changing perception of the conventional built classroom space, a notable preference towards a complete online or offline mode as opposed to the hybrid mode, and a transition towards self-directed learning. The study argues that these implications are highly pertinent and can significantly shape the way pedagogues and researchers engage with the various modes of learning—physical, online, and hybrid—and the future of higher education that is shaped by technology-enabled learning.

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“…The current situation has the potential to further widen the gap between children of low and high development countries. The learning space has become disembodied, and virtual not actual, for students of developing countries, affecting both student learning and organization of schools during the pandemic (Pacheco, 2020).…”

Section: Introductionmentioning

confidence: 99%

Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review

Shrestha¹,

Gnawali²

2021

ije

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The COVID-19 pandemic has brought chaos in education across the world, including developing countries like Nepal. To respond to this educational disruption in this South Asian country, different educational plans and policies were formulated by the Ministry of Education, Science and Technology, Government of Nepal. It is not known whether these policies were realistic and practicable, as there is no review of these documents to date. With this backdrop, this paper critically reviews the educational plans and policies that were developed to manage education during the crisis. It appraises the strengths of these policies in terms of their intent and practicalities of implementation in the given situation, and identifies gaps and challenges, and recommends some ways to realistically run the education system. The review reveals that these documents have several strengths, such as they plan to create data in terms of learners’ access to resources, value self-learning and parent education, and suggest several alternative ways to resume school. Yet, there are some gaps and challenges, the identification of which can guide the effective delivery of education in Nepal in any kind of crisis period both at present and in future. This paper is expected to help policy makers to revisit the existing policies or guide them when they form future educational policies that are designed to manage education in any kinds of crisis. It is also deemed helpful for teacher educators, practitioners and other educational stakeholders to understand about the educational plans and policies formed to deal with crises.

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The “new normal” in education

Cited by 77 publications

References 25 publications

Educação básica e pandemia. Um estudo sobre as perceções dos professores na realidade portuguesa

Educação básica e pandemia. Um estudo sobre as perceções dos professores na realidade portuguesa

The mobility paradigm in higher education: a phenomenological study on the shift in learning space

Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review

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