Pandemia, Covid-19 and basic education in Brazil
paradigmatica changes in acess to education through technological means
DOI:
https://doi.org/10.5216/revufg.v21.69844Abstract
The year 2020 was marked by the Covid-19 pandemic and the need to adopt measures to prevent the spread of the virus. Basic education, as a social right, included in the Magna Carta (BRASIL, 1988), had to be quickly adapted to avoid worsening scenarios. Children and adolescents could no longer attend school environments in person, given the possibility of the disease spreading. Thus, the use of technologies was approved by the Ministry of Education, endorsing the opinion of the National Education Council, authorizing their use for 30 days or while the pandemic lasted (BRAZIL, 2020). Technological solutions were used and it was necessary to break and resize one of the main paradigms in this area: teacher and student must be in person in the same place and at the same time. Allied to this, the inequalities scenario was wide open, as access to the internet and computers/smartphones is not equal (DOS SANTOS JUNIOR, DA SILVA MONTEIRO. 2020) and half of Brazilians do not have them (COUTO, COUTO, CRUZ. 2020). Based on the scenario of exclusions evidenced by the Covid-19 pandemic, the need to rethink countless paradigms put in place for the realization of the right to education is questioned. The general objective is to organize the main motivations for excluding the right to education, based on the theoretical framework, and as specific objectives to point out possible solutions to make education more effective during the health crisis, as well as describe the macro scenario of access (or not ) technologies. This research is of an applied, qualitative, descriptive nature, using bibliographic and documentary research as a procedure.
Keywords: Right to education. Pandemic. Technology. Change. Paradigm.
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