What post-pandemic school?

• Autor(a) principal: Nobre, Márcio Rimet
• Data de Publicação: 2023
• Outros Autores: Lima, Nádia Laguárdia de, Grillo, Cristiane de Freitas Cunha, Alzamora, Geane Carvalho, Neves, Maralice de Souza, Andrade, Luciana, Tarcia, Lorena
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5338
• topic: adolescência; ensino remoto; ensino presencial; escola pós-pandemia; tecnologia digital; adolescence; remote teaching; face-to-face teaching; post-pandemic school; digital technology; adolescencia; enseñanza a distancia; enseñanza presencial; escuela pospandemia; tecnología digital

The covid-19 pandemic has drastically altered the social scenario, impacting all sectors of life. In the educational field, the rapid transition to remote teaching imposed by social isolation, affected the lives of students, educators and families, as well as their teaching-learning process. In addition to the psychic effects resulting from social isolation, the replacement of face-to-face teaching in the pandemic context accentuated the lack of interest of young people in school, which was already losing political and existential meanings for them, making evident the lesser engagement with remote teaching. In addition, the reduced economic conditions of a large part of the population were also deepened, corroborating the difficulties of accessing the internet and the media necessary for this adaptation. If the school was no longer able to attract them, in the context of the pandemic it seems even more distant and unable to help them deal with the current impasses. In this context, we carried out a qualitative research, seeking to listen to young people about their feelings and experiences in the context of the pandemic, as well as about the meanings they attribute to school, especially at a time of transition when returning to face-to-face classes. The research sought to investigate, above all, which school they would like to help build in a post-pandemic context, considering that adaptations will be required by all agents involved in education.