Distance Education is not Remote Education: Identifying Actions of the State Department of Education of Paraná in 2020

• Autor(a) principal: Buniotti, Daniel
• Data de Publicação: 2021
• Outros Autores: Gomes, Paulo César
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1197

Since mid-March of that year, the services offered by social policies and also the private sectors around the world have undergone changes as measures to reduce contamination by the new Coronavirus. The high rate of contamination of the covid-19 virus revealed that extreme measures must be taken worldwide as a way of adapting to the new paradigm, which is felt daily, and would direct the new molds of how individuals relate began to be traced. The indefinite suspension of public and private regular school classes in response to the pandemic came into force in the State of Paraná on March 16, 2020. Although, in a comparative table, the rate of access to the 80% of the Brazilian population, especially between 9 and 17 years old, and the amount of daily access also rose from 21%, in the study referring to 2014, to 66% in the current one, with data collected in 2015, this increase seen in 2020 is still segregating. Distance learning strategies are important to reduce the negative effects of temporary distance, but what would be the evidence about the effects of gaps created without face-to-face interaction? In view of this, this essay proposes to register the first protocols of the State of Paraná, related to education, equivalence of the hours applied in this type of non-classroom teaching as a fulfillment of the school year, as required by the regulatory agencies. Keywords: Pandemic. Distance education. School management. Protocols.