COVID-19 Pandemic Implications for Education and Reflections for School Psychology
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Data de Publicação: | 2021 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia (Universidade Presbiteriana Mackenzie. Online) |
Texto Completo: | http://editorarevistas.mackenzie.br/index.php/ptp/article/view/13926 |
Resumo: | The COVID-19 pandemic required non-pharmacological control measures, including schools shut down and the compulsory implementation of remote education. This study aimed to review the experience of children, young people and education professionals during the pandemic through a scoping review. Six databases were consulted and the corpus reviewed consisted of 15 articles. There was a concern with training in higher education, as well as emerging demands for teachers and students who were required to adhere to different teaching-learning tools. Teachers and students evaluation is positive, considering that remote activities ensure greater flexibility and creativity, but there is a strong concern with the exclusion of those who do not have access or have limited access to the internet or computers. The impact of the remote experience of school education during the pandemic will be evaluated in the future, but it is already possible to point out implications for the field of Psychology in the face of the “new normal”. |
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COVID-19 Pandemic Implications for Education and Reflections for School PsychologyImplicaciones de la Covid-19 para la Educación y Reflexiones para Psicología EscolarImplicações da Covid-19 para a Educação e Reflexões para a Psicologia EscolarCOVID-19pandemiaeducación basada en evidenciapsicología escolarrevisiónCOVID-19pandemiaeducação baseada em evidênciaspsicologia escolarrevisãoCOVID-19pandemicevidence-based educationschool psychology reviewThe COVID-19 pandemic required non-pharmacological control measures, including schools shut down and the compulsory implementation of remote education. This study aimed to review the experience of children, young people and education professionals during the pandemic through a scoping review. Six databases were consulted and the corpus reviewed consisted of 15 articles. There was a concern with training in higher education, as well as emerging demands for teachers and students who were required to adhere to different teaching-learning tools. Teachers and students evaluation is positive, considering that remote activities ensure greater flexibility and creativity, but there is a strong concern with the exclusion of those who do not have access or have limited access to the internet or computers. The impact of the remote experience of school education during the pandemic will be evaluated in the future, but it is already possible to point out implications for the field of Psychology in the face of the “new normal”.La pandemia COVID-19 requirió medidas no farmacológicas para controlarla, incluido el cierre de escuelas y la implementación obligatoria de educación a distancia. Este estudio tuvo como objetivo analizar la experiencia de niños, jóvenes y profesionales de la educación durante la pandemia a través de una revisión de alcance. Se consultaron seis bases de datos y el corpus revisado constaba de 15 artículos. Había una preocupación por la formación en educación superior, así como por las demandas emergentes de profesores y estudiantes que necesitaban adherirse a diferentes herramientas de enseñanza-aprendizaje. La evaluación de docentes y estudiantes es positiva, considerando que las actividades a distancia garantizan mayor flexibilidad y creatividad, sin embargo existe una fuerte preocupación por la exclusión de quienes no tienen acceso o tienen acceso limitado a internet o computadoras. El impacto de la experiencia remota de la educación escolar durante la pandemia será evaluado en el futuro, pero ya es posible señalar implicaciones para el campo de la Psicología de cara a la “nueva normalidad”.A pandemia da COVID-19 exigiu medidas não farmacológicas para seu controle, entre elas o fechamento das escolas e implantação compulsória do ensino remoto. Este estudo objetivou analisar a experiência de crianças, jovens e profissionais da educação durante a pandemia por meio de uma scoping review. Foram consultadas seis bases de dados e o corpus revisado foi composto por 15 artigos. Verificou-se preocupação com formação no ensino superior, bem como demandas emergentes para professores e alunos que precisaram aderir a diferentes ferramentas de ensino-aprendizagem. A avaliação de professores e alunos é positiva, considerando que as atividades remotas garantem maior flexibilidade e criatividade, porém há forte preocupação com a exclusão de quem não têm acesso ou têm acesso limitado à internet ou computadores. O impacto da vivência remota da educação escolar durante a pandemia será avaliado futuramente, mas já é possível sinalizar implicações para o campo da Psicologia diante do “novo normal”.Editora Mackenzie2021-02-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/1392610.5935/1980-6906/ePTPC1913926The Journal Of Psychology: Theory and Practice ; Vol. 23 No. 1 (2021); ePTPC1913926Revista Psicología: Teoría y Práctica; Vol. 23 Núm. 1 (2021); ePTPC1913926Revista Psicologia: Teoria e Prática; v. 23 n. 1 (2021); ePTPC19139261980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMenghttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/13926/11946Copyright (c) 2021 Wanderlei Abadio de Oliveira, André Luiz Monezi Andrade, Vera Lucia Trevisan de Souza, Denise De Micheli, Luciana Mara Monti Fonseca, Luciane Sá de Andrade, Marta Angélica Iossi Silva, Manoel Antônio dos Santoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAbadio de Oliveira, WanderleiAndrade, André Luiz MoneziSouza, Vera Lucia Trevisan deMicheli, Denise De Fonseca, Luciana Mara MontiAndrade, Luciane Sá deAngélica Iossi Silva, MartaSantos, Manoel Antônio dos2023-07-31T20:20:15Zoai:ojs.editorarevistas.mackenzie.br:article/13926Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-31T20:20:15Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false |
dc.title.none.fl_str_mv |
COVID-19 Pandemic Implications for Education and Reflections for School Psychology Implicaciones de la Covid-19 para la Educación y Reflexiones para Psicología Escolar Implicações da Covid-19 para a Educação e Reflexões para a Psicologia Escolar |
title |
COVID-19 Pandemic Implications for Education and Reflections for School Psychology |
spellingShingle |
COVID-19 Pandemic Implications for Education and Reflections for School Psychology Abadio de Oliveira, Wanderlei COVID-19 pandemia educación basada en evidencia psicología escolar revisión COVID-19 pandemia educação baseada em evidências psicologia escolar revisão COVID-19 pandemic evidence-based education school psychology review |
title_short |
COVID-19 Pandemic Implications for Education and Reflections for School Psychology |
title_full |
COVID-19 Pandemic Implications for Education and Reflections for School Psychology |
title_fullStr |
COVID-19 Pandemic Implications for Education and Reflections for School Psychology |
title_full_unstemmed |
COVID-19 Pandemic Implications for Education and Reflections for School Psychology |
title_sort |
COVID-19 Pandemic Implications for Education and Reflections for School Psychology |
author |
Abadio de Oliveira, Wanderlei |
author_facet |
Abadio de Oliveira, Wanderlei Andrade, André Luiz Monezi Souza, Vera Lucia Trevisan de Micheli, Denise De Fonseca, Luciana Mara Monti Andrade, Luciane Sá de Angélica Iossi Silva, Marta Santos, Manoel Antônio dos |
author_role |
author |
author2 |
Andrade, André Luiz Monezi Souza, Vera Lucia Trevisan de Micheli, Denise De Fonseca, Luciana Mara Monti Andrade, Luciane Sá de Angélica Iossi Silva, Marta Santos, Manoel Antônio dos |
author2_role |
author author author author author author author |
dc.contributor.author.fl_str_mv |
Abadio de Oliveira, Wanderlei Andrade, André Luiz Monezi Souza, Vera Lucia Trevisan de Micheli, Denise De Fonseca, Luciana Mara Monti Andrade, Luciane Sá de Angélica Iossi Silva, Marta Santos, Manoel Antônio dos |
dc.subject.por.fl_str_mv |
COVID-19 pandemia educación basada en evidencia psicología escolar revisión COVID-19 pandemia educação baseada em evidências psicologia escolar revisão COVID-19 pandemic evidence-based education school psychology review |
topic |
COVID-19 pandemia educación basada en evidencia psicología escolar revisión COVID-19 pandemia educação baseada em evidências psicologia escolar revisão COVID-19 pandemic evidence-based education school psychology review |
description |
The COVID-19 pandemic required non-pharmacological control measures, including schools shut down and the compulsory implementation of remote education. This study aimed to review the experience of children, young people and education professionals during the pandemic through a scoping review. Six databases were consulted and the corpus reviewed consisted of 15 articles. There was a concern with training in higher education, as well as emerging demands for teachers and students who were required to adhere to different teaching-learning tools. Teachers and students evaluation is positive, considering that remote activities ensure greater flexibility and creativity, but there is a strong concern with the exclusion of those who do not have access or have limited access to the internet or computers. The impact of the remote experience of school education during the pandemic will be evaluated in the future, but it is already possible to point out implications for the field of Psychology in the face of the “new normal”. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-02-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/13926 10.5935/1980-6906/ePTPC1913926 |
url |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/13926 |
identifier_str_mv |
10.5935/1980-6906/ePTPC1913926 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/13926/11946 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://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 |
Editora Mackenzie |
publisher.none.fl_str_mv |
Editora Mackenzie |
dc.source.none.fl_str_mv |
The Journal Of Psychology: Theory and Practice ; Vol. 23 No. 1 (2021); ePTPC1913926 Revista Psicología: Teoría y Práctica; Vol. 23 Núm. 1 (2021); ePTPC1913926 Revista Psicologia: Teoria e Prática; v. 23 n. 1 (2021); ePTPC1913926 1980-6906 1516-3687 reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online) instname:Universidade Presbiteriana Mackenzie (UPM) instacron:UPM |
instname_str |
Universidade Presbiteriana Mackenzie (UPM) |
instacron_str |
UPM |
institution |
UPM |
reponame_str |
Psicologia (Universidade Presbiteriana Mackenzie. Online) |
collection |
Psicologia (Universidade Presbiteriana Mackenzie. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM) |
repository.mail.fl_str_mv |
revistapsico@mackenzie.br |
_version_ |
1797051378856624128 |