Remote teaching and the learning crisis: criticism of the World Bank's prescriptions

Detalhes bibliográficos
Autor(a) principal: Queiroz, Lívian de Almeida
Data de Publicação: 2022
Outros Autores: Lima, Jociene Araújo, Chaves, Emanuela Rútila Monteiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Perspectivas
Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8759
Resumo: This work has the general objective of critically analyzing the prescriptions of the World Bank (WB) about the learning crisis in its reports regarding Brazilian public educational policies in the context of remote teaching. This research is based on Marxist criticism and has a bibliographic and documentary character, having as theoretical support the writings of Mészáros (2010), Pereira (2018) and Chaves (2019), Seki (2021), among others. For the investigation, the documents released by the World Bank in the years 2018 to 2022 will be analyzed, as they are the main records made by that body expressing guidelines to overcome the "learning crisis" in the face of remote teaching, highlighting this condition as a global problem, related to economic development, aggravated in times of pandemic. Finally, it is concluded that the Bank's guidelines imply a strong privatist content, as they prioritize the increase of external evaluations and hybrid education as a way of privatizing public education in other dimensions, expanding what would be a "window of opportunity" for corporations in the field of education and in the field of technologies.
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spelling Remote teaching and the learning crisis: criticism of the World Bank's prescriptionsEnsino remoto e crise da aprendizagem: críticas às prescrições do Banco MundialCrise da AprendizagemEnsino RemotoBanco MundialEducaçãoLearning CrisisRemote TeachingWorld BankEducationThis work has the general objective of critically analyzing the prescriptions of the World Bank (WB) about the learning crisis in its reports regarding Brazilian public educational policies in the context of remote teaching. This research is based on Marxist criticism and has a bibliographic and documentary character, having as theoretical support the writings of Mészáros (2010), Pereira (2018) and Chaves (2019), Seki (2021), among others. For the investigation, the documents released by the World Bank in the years 2018 to 2022 will be analyzed, as they are the main records made by that body expressing guidelines to overcome the "learning crisis" in the face of remote teaching, highlighting this condition as a global problem, related to economic development, aggravated in times of pandemic. Finally, it is concluded that the Bank's guidelines imply a strong privatist content, as they prioritize the increase of external evaluations and hybrid education as a way of privatizing public education in other dimensions, expanding what would be a "window of opportunity" for corporations in the field of education and in the field of technologies.Este trabalho possui o objetivo geral de analisar, criticamente, as prescrições do Banco Mundial (BM) acerca da crise da aprendizagem em seus relatórios referentes às políticas públicas educacionais brasileiras no contexto de ensino remoto. Esta pesquisa se fundamenta na crítica marxista e possui um caráter bibliográfico e documental, tendo como suporte teórico os escritos de Mészáros (2010), Pereira (2018) e Chaves (2019), Seki (2021), dentre outros. Para a investigação, serão analisados os documentos lançados pelo Banco Mundial nos anos de 2018 a 2022, por serem os principais registros feitos pelo referido organismo expressando orientações para vencer a “crise da aprendizagem” diante do ensino remoto, destacando tal condição como um problema global, relativo ao desenvolvimento econômico, agravado em tempos de pandemia. Por fim, conclui-se que as orientações do Banco implicam em um forte teor privatista, visto que priorizam o aumento das avalições externas e do ensino híbrido como forma de privatizar a educação pública em outras dimensões, alargando o que seria uma “janela de oportunidade” para as corporações do campo da educação e do âmbito das tecnologias.EdUECE - Editora da Universidade Estadual do Ceará2022-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8759Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-12Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-12Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-122675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8759/7426Copyright (c) 2022 Lívian de Almeida Queiroz, Jociene Araújo Lima, Emanuela Rútila Monteiro Chaveshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessQueiroz, Lívian de Almeida Lima, Jociene Araújo Chaves, Emanuela Rútila Monteiro 2022-12-17T12:03:54Zoai:ojs.revistas.uece.br:article/8759Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2022-12-17T12:03:54Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Remote teaching and the learning crisis: criticism of the World Bank's prescriptions
Ensino remoto e crise da aprendizagem: críticas às prescrições do Banco Mundial
title Remote teaching and the learning crisis: criticism of the World Bank's prescriptions
spellingShingle Remote teaching and the learning crisis: criticism of the World Bank's prescriptions
Queiroz, Lívian de Almeida
Crise da Aprendizagem
Ensino Remoto
Banco Mundial
Educação
Learning Crisis
Remote Teaching
World Bank
Education
title_short Remote teaching and the learning crisis: criticism of the World Bank's prescriptions
title_full Remote teaching and the learning crisis: criticism of the World Bank's prescriptions
title_fullStr Remote teaching and the learning crisis: criticism of the World Bank's prescriptions
title_full_unstemmed Remote teaching and the learning crisis: criticism of the World Bank's prescriptions
title_sort Remote teaching and the learning crisis: criticism of the World Bank's prescriptions
author Queiroz, Lívian de Almeida
author_facet Queiroz, Lívian de Almeida
Lima, Jociene Araújo
Chaves, Emanuela Rútila Monteiro
author_role author
author2 Lima, Jociene Araújo
Chaves, Emanuela Rútila Monteiro
author2_role author
author
dc.contributor.author.fl_str_mv Queiroz, Lívian de Almeida
Lima, Jociene Araújo
Chaves, Emanuela Rútila Monteiro
dc.subject.por.fl_str_mv Crise da Aprendizagem
Ensino Remoto
Banco Mundial
Educação
Learning Crisis
Remote Teaching
World Bank
Education
topic Crise da Aprendizagem
Ensino Remoto
Banco Mundial
Educação
Learning Crisis
Remote Teaching
World Bank
Education
description This work has the general objective of critically analyzing the prescriptions of the World Bank (WB) about the learning crisis in its reports regarding Brazilian public educational policies in the context of remote teaching. This research is based on Marxist criticism and has a bibliographic and documentary character, having as theoretical support the writings of Mészáros (2010), Pereira (2018) and Chaves (2019), Seki (2021), among others. For the investigation, the documents released by the World Bank in the years 2018 to 2022 will be analyzed, as they are the main records made by that body expressing guidelines to overcome the "learning crisis" in the face of remote teaching, highlighting this condition as a global problem, related to economic development, aggravated in times of pandemic. Finally, it is concluded that the Bank's guidelines imply a strong privatist content, as they prioritize the increase of external evaluations and hybrid education as a way of privatizing public education in other dimensions, expanding what would be a "window of opportunity" for corporations in the field of education and in the field of technologies.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-28
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.uece.br/index.php/ensinoemperspectivas/article/view/8759
url https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8759
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8759/7426
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-12
Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-12
Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-12
2675-9144
reponame:Ensino em Perspectivas
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Ensino em Perspectivas
collection Ensino em Perspectivas
repository.name.fl_str_mv Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv ensino.perspectivas@gmail.com
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