Abstract

SIMAO, Andréia Aparecida. Education rethought in the context of the COVID-19 pandemic: ruptures in knowledge. Educ. Puc. [online]. 2024, vol.29, e247560. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v29e2024a7560.

This text aims to analyze how the Organization for Economic Cooperation and Development brings the insignia of education through the discourse of interrupted schooling in the context of the COVID-19 pandemic and the implications for worker training. The theoretical-methodological approach is based on historical-dialectical materialism. This qualitative bibliographic investigation uses documentary and content analysis as the methodological procedure for producing and analyzing data. The empirical basis is the document: Schooling disrupted, schooling rethought. How the Covid - 19 pandemicis changing education. This report comes from research carried out by the Organização para a Cooperação e Desenvolvimento Econômico in partnership with the Global Education Innovation Initiative, Harvard Graduate School of Education. The examination of the empirical evidence highlights the importance of mixing face-to-face and online education, and the need for the state to expand the potential of innovation - technology - to improve the supply and quality of education. This makes it easier to acquire cognitive, social and emotional skills, which the body considers essential to meet the needs of the 21st century. The consequences of this mix are around social differences, which imply equity and quality of education. Therefore, the scientific contribution inferred by this study lies in the organization of educational policies that favour the population that finds itself in an economically disadvantaged situation.

Keywords : Worker training; Organização para a Cooperação e Desenvolvimento Econômico; COVID-19 pandemic; Education policies.

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