COVID-19 and education: first analytical approach to the situation in Argentina

Detalhes bibliográficos
Autor(a) principal: Fernández, Gimena Inés
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129
Resumo: This article presents a first reading of the impact of the pandemic coronavirus on daily school practices. First, the situation of the Argentine educational system is described as of the sanction, in 2006, of the National Law of Education 26.206 and the transformations of the same since then is analyzed. In the current context, the suspension of face-to-face classes as a consequence of COVID-19 is added as an aggravating factor, which forces educational actors to make decisions to maintain pedagogical continuity and configures a particular scenario. In this situation, a first analytical approach is presented to the incorporation and use of digital technologies in the teaching-learning process. With regard to the methodological, for the preparation of the article the use of research methodologies typical of the Social Sciences is used, particularly: interpretation of official documents -statistics, resolutions-, informal interviews with different educational actors and systematization of secondary sources.
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spelling COVID-19 and education: first analytical approach to the situation in ArgentinaCOVID-19 e a educação: primeira abordagem analítica da situação na ArgentinaCOVID-19 y Educación: primer acercamiento analítico a la situación en ArgentinaEducação. Pandemia. Tecnologias digitais. Práticas.Education. Pandemic. Digital technologies. Practices.Educación. Pandemia. Tecnologías digitales. Prácticas.This article presents a first reading of the impact of the pandemic coronavirus on daily school practices. First, the situation of the Argentine educational system is described as of the sanction, in 2006, of the National Law of Education 26.206 and the transformations of the same since then is analyzed. In the current context, the suspension of face-to-face classes as a consequence of COVID-19 is added as an aggravating factor, which forces educational actors to make decisions to maintain pedagogical continuity and configures a particular scenario. In this situation, a first analytical approach is presented to the incorporation and use of digital technologies in the teaching-learning process. With regard to the methodological, for the preparation of the article the use of research methodologies typical of the Social Sciences is used, particularly: interpretation of official documents -statistics, resolutions-, informal interviews with different educational actors and systematization of secondary sources.El presente artículo presenta una primera lectura del impacto de la pandemia de coronavirus en las prácticas escolares cotidianas. En primer lugar, se describe la situación del sistema educativo argentino a partir de la sanción, en el año 2006, de la Ley Nacional de Educación 26.206 y se analizan las transformaciones del mismo desde entonces. En el contexto actual, se suma como agravante la suspensión de las clases presenciales como consecuencia del COVID-19, que obliga a los actores educativos a tomar decisiones para el sostenimiento de la continuidad pedagógica y configura un escenario particular. Ante esta situación, se presenta un primer acercamiento analítico a la incorporación y uso de las tecnologías digitales en el proceso de enseñanza-aprendizaje. En lo que respecta a lo metodológico, para la elaboración del artículo se recurre al uso de metodologías de investigación propias de las Ciencias Sociales, particularmente: interpretación de documentos oficiales –estadísticas, resoluciones-, entrevistas informales a diferentes actores educativos y sistematización de fuentes secundarias.  Este artigo apresenta uma primeira leitura do impacto da pandemia do coronavírus nas práticas escolares diárias. Em primeiro lugar, descreve-se a situação do sistema educacional argentino após a sanção, em 2006, da Lei Nacional de Educação 26.206 e analisam-se as transformações da mesma desde então. No contexto atual, a suspensão das aulas presenciais em decorrência do COVID-19 acrescenta-se como um agravante, que obriga os atores educacionais a tomarem decisões para manter a continuidade pedagógica e configura um determinado cenário. Diante dessa situação, apresenta-se uma primeira abordagem analítica da incorporação e uso de tecnologias digitais no processo de ensino-aprendizagem. No que diz respeito ao procedimento metodológico, para a elaboração do artigo recorre-se a metodologias de investigação próprias das Ciências Sociais, nomeadamente: interpretação de documentos oficiais -estatísticas, resoluções-, entrevistas informais com diferentes atores educativos e sistematização de fontes secundárias.Editora UEPG2021-06-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF TextTexto PDFTexto PDFapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1612910.5212/OlharProfr.v.24.16129.057Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-12Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-12Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-12Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-12Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-121984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129/209209214321https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129/209209215698https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129/209209215699Copyright (c) 2021 Gimena Inés Fernándezinfo:eu-repo/semantics/openAccessFernández, Gimena Inés2022-03-17T12:22:22Zoai:uepg.br:article/16129Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-17T12:22:22Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv COVID-19 and education: first analytical approach to the situation in Argentina
COVID-19 e a educação: primeira abordagem analítica da situação na Argentina
COVID-19 y Educación: primer acercamiento analítico a la situación en Argentina
title COVID-19 and education: first analytical approach to the situation in Argentina
spellingShingle COVID-19 and education: first analytical approach to the situation in Argentina
Fernández, Gimena Inés
Educação. Pandemia. Tecnologias digitais. Práticas.
Education. Pandemic. Digital technologies. Practices.
Educación. Pandemia. Tecnologías digitales. Prácticas.
title_short COVID-19 and education: first analytical approach to the situation in Argentina
title_full COVID-19 and education: first analytical approach to the situation in Argentina
title_fullStr COVID-19 and education: first analytical approach to the situation in Argentina
title_full_unstemmed COVID-19 and education: first analytical approach to the situation in Argentina
title_sort COVID-19 and education: first analytical approach to the situation in Argentina
author Fernández, Gimena Inés
author_facet Fernández, Gimena Inés
author_role author
dc.contributor.author.fl_str_mv Fernández, Gimena Inés
dc.subject.por.fl_str_mv Educação. Pandemia. Tecnologias digitais. Práticas.
Education. Pandemic. Digital technologies. Practices.
Educación. Pandemia. Tecnologías digitales. Prácticas.
topic Educação. Pandemia. Tecnologias digitais. Práticas.
Education. Pandemic. Digital technologies. Practices.
Educación. Pandemia. Tecnologías digitales. Prácticas.
description This article presents a first reading of the impact of the pandemic coronavirus on daily school practices. First, the situation of the Argentine educational system is described as of the sanction, in 2006, of the National Law of Education 26.206 and the transformations of the same since then is analyzed. In the current context, the suspension of face-to-face classes as a consequence of COVID-19 is added as an aggravating factor, which forces educational actors to make decisions to maintain pedagogical continuity and configures a particular scenario. In this situation, a first analytical approach is presented to the incorporation and use of digital technologies in the teaching-learning process. With regard to the methodological, for the preparation of the article the use of research methodologies typical of the Social Sciences is used, particularly: interpretation of official documents -statistics, resolutions-, informal interviews with different educational actors and systematization of secondary sources.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-05
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129
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url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129
identifier_str_mv 10.5212/OlharProfr.v.24.16129.057
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129/209209214321
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129/209209215698
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16129/209209215699
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-12
Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-12
Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-12
Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-12
Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-12
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reponame_str Olhar de Professor (Online)
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