Challenges and risks of remote Education for children and adolescents *
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng spa |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752 |
Resumo: | Covid-19 has arisen deep changes in formal Education as a result of a sudden transition from in person to remote Education. Effects in different fields, such as mental health and socioeconomic vulnerability, also need follow up and evaluation. So, this paper aims to analyze the educational inequalities amplified by the pandemics, as well as the remote Education effects on students, educators and families. Its theoretical framework consisted of the reproduction theories and philosophical works on heterotopy, speed and the world and Education digitalization. The results show that previous achievements in schooling access, quality and equality took steps backwards. Mental health and student motivation have suffered negative effects. Digital Education does not seem to keep the same level of outcomes and equality. Therefore, remote Education has implied deep changes in schooling routines and ways of learning, some of them susceptible of negatively affecting students. Remote Education, despite its lower costs and prestigious halo, is to be used cautiously and with parsimony. *The article is the result of the international research “Educational Perspectives Post-Pandemic Crises – PEPPAN”, presented for funding to FAP-DF. The survey involves five countries. In Brazil it has the participation of the Universidade Católica de Brasília, the Universidade Federal do Ceará, the Universidade Estadual da Bahia and Centro Federal de Educação Tecnológica Celso Suckow da Fonseca – Rio de Janeiro. Abroad, we have the participation in Uruguay of the Universidad de la República Uruguay, in Mexico of the Universidad Nacional Autónoma de México, León and the Universidad Autónoma de Querétaro, in Portugal of the Institute European of Higher Studies of Fafe (IESF) and finally, in Russia of Lomonosov Moscow State University. |
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Challenges and risks of remote Education for children and adolescents *Retos y riesgos de la Educación a distancia para niños y adolescentesDesafios e riscos da Educação remota para crianças e adolescentesEducação; Sociologia;Pandemics; Mental health; Violence; Education inequalities; Remote EducationPandemias; Salud mental; Violencia; Desigualdades educativas; Educación a distanciaPandemia; Saúde mental; Violência; Desigualdades educacionais; Educação remotaCovid-19 has arisen deep changes in formal Education as a result of a sudden transition from in person to remote Education. Effects in different fields, such as mental health and socioeconomic vulnerability, also need follow up and evaluation. So, this paper aims to analyze the educational inequalities amplified by the pandemics, as well as the remote Education effects on students, educators and families. Its theoretical framework consisted of the reproduction theories and philosophical works on heterotopy, speed and the world and Education digitalization. The results show that previous achievements in schooling access, quality and equality took steps backwards. Mental health and student motivation have suffered negative effects. Digital Education does not seem to keep the same level of outcomes and equality. Therefore, remote Education has implied deep changes in schooling routines and ways of learning, some of them susceptible of negatively affecting students. Remote Education, despite its lower costs and prestigious halo, is to be used cautiously and with parsimony. *The article is the result of the international research “Educational Perspectives Post-Pandemic Crises – PEPPAN”, presented for funding to FAP-DF. The survey involves five countries. In Brazil it has the participation of the Universidade Católica de Brasília, the Universidade Federal do Ceará, the Universidade Estadual da Bahia and Centro Federal de Educação Tecnológica Celso Suckow da Fonseca – Rio de Janeiro. Abroad, we have the participation in Uruguay of the Universidad de la República Uruguay, in Mexico of the Universidad Nacional Autónoma de México, León and the Universidad Autónoma de Querétaro, in Portugal of the Institute European of Higher Studies of Fafe (IESF) and finally, in Russia of Lomonosov Moscow State University.La Covid-19 ha provocado cambios profundos en la Educación formal como resultado de una transición repentina de la Educación presencial a la remota. Los efectos en diferentes campos, como la salud mental y la vulnerabilidad socioeconómica, también necesitan seguimiento y evaluación. Así, este trabajo tiene como objetivo analizar las desigualdades educativas amplificadas por las pandemias, así como los efectos de la Educación a distancia en estudiantes, educadores y familias. Su marco teórico estuvo constituido por las teorías de la reproducción y los trabajos filosóficos sobre la heterotopía, la velocidad y la digitalización del mundo y la Educación. Los resultados muestran que los logros anteriores en el acceso, la calidad y la igualdad de la Educación retrocedieron. La salud mental y la motivación de los estudiantes han sufrido efectos negativos. La Educación digital no parece mantener el mismo nivel de resultados e igualdad. Por tanto, la Educación a distancia ha implicado profundos cambios en las rutinas escolares y en las formas de aprender, algunas de ellas susceptibles de afectar negativamente a los estudiantes. La Educación a distancia, a pesar de sus costos más bajos y su halo de prestigio, debe usarse con cautela y parsimonia.A Covid-19 tem suscitado profundas mudanças na educação formal, como resultado de súbita transição da Educação presencial à remota. Os efeitos em diferentes áreas, como a saúde mental e a vulnerabilidade socioeconômica, também necessitam de acompanhamento e avaliação. Assim, este trabalho visa a analisar as desigualdades educacionais amplificadas pela pandemia, como também os efeitos da Educação remota sobre estudantes, educadores e famílias. Sua base teórica situa-se nas teorias da reprodução e em trabalhos filosóficos sobre a heterotopia, velocidade e a digitalização educacional. Os resultados indicam que as conquistas anteriores no acesso, qualidade e igualdade andaram para trás. A saúde mental e a motivação de estudantes sofrem efeitos negativos. Portanto, a Educação digital não parece manter o mesmo nível de resultados e igualdade. A Educação remota, apesar dos seus baixos custos e do seu prestigioso halo, deve ser utilizada com cautela e parcimônia.Fundação CesgranrioGomes, Candido Alberto da CostaSousa, Carlos Angelo de Meneses2022-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/375210.1590/S0104-40362022003003752Ensaio: Avaliação e Políticas Públicas em Educação; Ahead of Print1809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752/1752https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752/1753https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752/1754Europa; Américas, Ásia; ÁfricaDireitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2022-12-13T18:28:48Zoai:ojs.localhost:article/3752Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2022-12-13T18:28:48Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
Challenges and risks of remote Education for children and adolescents * Retos y riesgos de la Educación a distancia para niños y adolescentes Desafios e riscos da Educação remota para crianças e adolescentes |
title |
Challenges and risks of remote Education for children and adolescents * |
spellingShingle |
Challenges and risks of remote Education for children and adolescents * Gomes, Candido Alberto da Costa Educação; Sociologia; Pandemics; Mental health; Violence; Education inequalities; Remote Education Pandemias; Salud mental; Violencia; Desigualdades educativas; Educación a distancia Pandemia; Saúde mental; Violência; Desigualdades educacionais; Educação remota |
title_short |
Challenges and risks of remote Education for children and adolescents * |
title_full |
Challenges and risks of remote Education for children and adolescents * |
title_fullStr |
Challenges and risks of remote Education for children and adolescents * |
title_full_unstemmed |
Challenges and risks of remote Education for children and adolescents * |
title_sort |
Challenges and risks of remote Education for children and adolescents * |
author |
Gomes, Candido Alberto da Costa |
author_facet |
Gomes, Candido Alberto da Costa Sousa, Carlos Angelo de Meneses |
author_role |
author |
author2 |
Sousa, Carlos Angelo de Meneses |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Gomes, Candido Alberto da Costa Sousa, Carlos Angelo de Meneses |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Educação; Sociologia; Pandemics; Mental health; Violence; Education inequalities; Remote Education Pandemias; Salud mental; Violencia; Desigualdades educativas; Educación a distancia Pandemia; Saúde mental; Violência; Desigualdades educacionais; Educação remota |
topic |
Educação; Sociologia; Pandemics; Mental health; Violence; Education inequalities; Remote Education Pandemias; Salud mental; Violencia; Desigualdades educativas; Educación a distancia Pandemia; Saúde mental; Violência; Desigualdades educacionais; Educação remota |
description |
Covid-19 has arisen deep changes in formal Education as a result of a sudden transition from in person to remote Education. Effects in different fields, such as mental health and socioeconomic vulnerability, also need follow up and evaluation. So, this paper aims to analyze the educational inequalities amplified by the pandemics, as well as the remote Education effects on students, educators and families. Its theoretical framework consisted of the reproduction theories and philosophical works on heterotopy, speed and the world and Education digitalization. The results show that previous achievements in schooling access, quality and equality took steps backwards. Mental health and student motivation have suffered negative effects. Digital Education does not seem to keep the same level of outcomes and equality. Therefore, remote Education has implied deep changes in schooling routines and ways of learning, some of them susceptible of negatively affecting students. Remote Education, despite its lower costs and prestigious halo, is to be used cautiously and with parsimony. *The article is the result of the international research “Educational Perspectives Post-Pandemic Crises – PEPPAN”, presented for funding to FAP-DF. The survey involves five countries. In Brazil it has the participation of the Universidade Católica de Brasília, the Universidade Federal do Ceará, the Universidade Estadual da Bahia and Centro Federal de Educação Tecnológica Celso Suckow da Fonseca – Rio de Janeiro. Abroad, we have the participation in Uruguay of the Universidad de la República Uruguay, in Mexico of the Universidad Nacional Autónoma de México, León and the Universidad Autónoma de Querétaro, in Portugal of the Institute European of Higher Studies of Fafe (IESF) and finally, in Russia of Lomonosov Moscow State University. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-13 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752 10.1590/S0104-40362022003003752 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752 |
identifier_str_mv |
10.1590/S0104-40362022003003752 |
dc.language.iso.fl_str_mv |
por eng spa |
language |
por eng spa |
dc.relation.none.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752/1752 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752/1753 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3752/1754 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
Europa; Américas, Ásia; África |
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; Ahead of Print 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
instname_str |
Fundação Cesgranrio |
instacron_str |
CESGRANRIO-2 |
institution |
CESGRANRIO-2 |
reponame_str |
Ensaio (Rio de Janeiro. Online) |
collection |
Ensaio (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
repository.mail.fl_str_mv |
ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
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1754832032296337408 |