Biblioteca Digital de VanguardiaCOVID-19, school closures, and remote teaching: The response time of Brazilian education systems
With the COVID-19 pandemic, physical distancing strategies entered the list of recommended non-pharmaceutical measures to inhibit the spread of the virus. In educational institutions, these measures resulted in the suspension of face-to-face classes, a process known as school closures. However, stat...
| Autores principales: | , |
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| Formato: | Revistas |
| Lenguaje: | Español |
| Publicado: |
Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador
2023
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| Acceso en línea: | https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5719 |
| _version_ | 1782344312874336256 |
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| author | Neuhold, Roberta dos Reis Pozzer, Márcio Rogério Olivato |
| author_facet | Neuhold, Roberta dos Reis Pozzer, Márcio Rogério Olivato |
| author_sort | Neuhold, Roberta dos Reis |
| collection | Revista |
| description | With the COVID-19 pandemic, physical distancing strategies entered the list of recommended non-pharmaceutical measures to inhibit the spread of the virus. In educational institutions, these measures resulted in the suspension of face-to-face classes, a process known as school closures. However, states with less capacity to face the consequences of the pandemic ended up transfiguring this transitional measure into a permanent condition, exacerbating existing educational inequalities. This was the case in Brazil, which, during a crisis of the federal pact, triggered fragmented and uncoordinated remote teaching programs. It is precisely to Brazil that this article refers, which characterizes the response time to the closure of schools in the federal education network, in the form of the Federal Institutes of Education, Science and Technology (Institutos Federais de Educação, Ciência e Tecnologia), in comparison with the state network. This is an exploratory and descriptive study that uses quantitative and qualitative methods, based on document analysis. It examines the interval between school closures, the disclosure of a contingency plan, the implementation of remote teaching, and the return to face-to-face activities. It finds that, on average, the Institutes took 114 days to publish a contingency plan, in contrast to 34 days for state networks. The article posits the hypothesis that such differences are related to the autonomy of the Institutes in relation to the federal government and the polarization that resulted from president Bolsonaro’s administration, aggravated by his denialist stance. |
| format | Revistas |
| id | iconos-article-5719 |
| institution | Íconos - Revista de Ciencias Sociales |
| language | Español |
| publishDate | 2023 |
| publisher | Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador |
| record_format | ojs |
| spelling | iconos-article-57192023-05-01T17:35:58Z COVID-19, school closures, and remote teaching: The response time of Brazilian education systems Covid-19, cierre de escuelas y enseñanza remota: el tiempo de respuesta de los sistemas de educación brasileños Covid-19, fechamento de escolas e ensino remoto: o tempo de resposta dos sistemas de ensino brasileiros Neuhold, Roberta dos Reis Pozzer, Márcio Rogério Olivato COVID-19 school closures remote teaching federalism federal institute public policy cierre de escuelas covid-19 enseñanza remota federalismo institutos federales políticas públicas fechamento escolar Covid-19 ensino remoto federalismo institutos federais políticas públicas With the COVID-19 pandemic, physical distancing strategies entered the list of recommended non-pharmaceutical measures to inhibit the spread of the virus. In educational institutions, these measures resulted in the suspension of face-to-face classes, a process known as school closures. However, states with less capacity to face the consequences of the pandemic ended up transfiguring this transitional measure into a permanent condition, exacerbating existing educational inequalities. This was the case in Brazil, which, during a crisis of the federal pact, triggered fragmented and uncoordinated remote teaching programs. It is precisely to Brazil that this article refers, which characterizes the response time to the closure of schools in the federal education network, in the form of the Federal Institutes of Education, Science and Technology (Institutos Federais de Educação, Ciência e Tecnologia), in comparison with the state network. This is an exploratory and descriptive study that uses quantitative and qualitative methods, based on document analysis. It examines the interval between school closures, the disclosure of a contingency plan, the implementation of remote teaching, and the return to face-to-face activities. It finds that, on average, the Institutes took 114 days to publish a contingency plan, in contrast to 34 days for state networks. The article posits the hypothesis that such differences are related to the autonomy of the Institutes in relation to the federal government and the polarization that resulted from president Bolsonaro’s administration, aggravated by his denialist stance. El distanciamiento físico implementado para evitar la propagación de la covid-19 supuso la suspensión de las clases presenciales, o sea, el cierre de las escuelas. Estados con menor capacidad para enfrentar las consecuencias de la pandemia transformaron esa medida transitoria en permanente, lo cual exacerbó las desigualdades. Ese fue el caso de Brasil que, en medio de una crisis del pacto federativo, acudió a programas de enseñanza remota fragmentados y desordenados. En este artículo se compara el tiempo de respuesta ante el cierre de las escuelas de la red federal de educación –en la figura de los Institutos Federales de Educación, Ciencia y Tecnología– con el de la red estatal. El texto se basa en un estudio exploratorio y descriptivo fundamentado en métodos cuanti-cualitativos y el análisis documental. Se analiza el tiempo entre el cierre de las unidades, la divulgación de un plan de contingencia, la implementación de la enseñanza remota y el regreso a las actividades presenciales. Se constata que, en promedio, los institutos federales tardaron 114 días para divulgar un plan de contingencia frente a los 34 días que requirieron las redes estatales. Se concluye con la siguiente hipótesis: las diferencias están relacionadas con la autonomía de los institutos respecto al Gobierno federal y la polarización que generó la gestión presidencial de Bolsonaro, empeorada con su postura negacionista. O distanciamento físico implementado para evitar a propagação do Covid-19 levou à suspensão das aulas presenciais, ou seja, ao fechamento das escolas. Estados com menor capacidade de enfrentar as consequências da pandemia transformaram essa medida transitória em permanente, o que agravou as desigualdades. Foi o caso do Brasil, que, em meio à crise do pacto federativo, recorreu a programas de ensino a distância fragmentados e desordenados. Este artigo compara o tempo de resposta ao fechamento de escolas da rede federal de ensino – na figura dos Institutos Federais de Educação, Ciência e Tecnologia – com o da rede estadual. O texto baseia-se num estudo exploratório e descritivo baseado em métodos quanti-qualitativos e análise documental. Analisa-se o tempo entre o encerramento das unidades, a divulgação de um plano de contingência, a implementação do ensino remoto e o regresso às atividades presenciais. Verifica-se que, em média, os institutos federais levaram 114 dias para divulgar um plano de contingência ante os 34 dias exigidos pelas redes estaduais. Conclui-se com a seguinte hipótese: as divergências dizem respeito à autonomia dos institutos em relação ao governo federal e à polarização gerada pela gestão presidencial de Bolsonaro, agravada por seu posicionamento negacionista. Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador 2023-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf text/html text/xml application/epub+zip https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5719 10.17141/iconos.76.2023.5719 Íconos - Revista de Ciencias Sociales; Núm. 76 (2023): Covid-19: de la política a las políticas públicas en América Latina ; 55-75 Íconos - Revista de Ciencias Sociales; n. 76 (2023): COVID-19: da política às políticas públicas na América Latina; 55-75 Íconos. Revista de Ciencias Sociales; No. 76 (2023): Covid-19: From politics to public policy in Latin America; 55-75 1390-8065 1390-1249 spa https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5719/4353 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5719/4369 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5719/4370 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5719/4391 Derechos de autor 2023 Roberta dos Reis Neuhold, Márcio Rogério Olivato Pozzer https://creativecommons.org/licenses/by-nd/3.0/deed.es_ES |
| spellingShingle | Neuhold, Roberta dos Reis Pozzer, Márcio Rogério Olivato COVID-19, school closures, and remote teaching: The response time of Brazilian education systems |
| title | COVID-19, school closures, and remote teaching: The response time of Brazilian education systems |
| title_full | COVID-19, school closures, and remote teaching: The response time of Brazilian education systems |
| title_fullStr | COVID-19, school closures, and remote teaching: The response time of Brazilian education systems |
| title_full_unstemmed | COVID-19, school closures, and remote teaching: The response time of Brazilian education systems |
| title_short | COVID-19, school closures, and remote teaching: The response time of Brazilian education systems |
| title_sort | covid-19, school closures, and remote teaching: the response time of brazilian education systems |
| url | https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5719 |