Resumo

SIMAO, Andréia Aparecida. The OECD discourse on education in times of pandemic: an analysis from the State of the Knowledge. Sér.-Estud. [online]. 2023, vol.28, n.62, pp.101-125.  Epub 23-Maio-2023. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v28i62.1751.

The objective of this text is to analyze, through the delimitation of the field of scientific knowledge in the educational area, how the Organization for Economic Cooperation and Development (OECD) brings the insignia of education through the discourse of interrupted schooling in the context of the pandemic of COVID-19. In this way we problematize: to what extent are schooling and education interrupted in this time of pandemic? We used the methodology of the State of the Knowledge with the support of qualitative research, articulated with the assumptions of content analysis. We used as a basis for listing the empirical categories and defining the descriptors (education and disrupted; education and COVID-19; OECD and COVID-19) the document: “Schooling disrupted, schooling rethought. How the Covid-19 pandemic is changing education”. We delimited the period from 2019 to 2021 to identify the scientific production with consultations in the Periodical Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), linked to the Ministry of Education (MEC), and in the Scientific Electronic Library Online - SciELO. By outlining the State of Knowledge, we understand that the axes of analysis, subcategories and concepts presented complement each other in an intrinsic way and have an impact on interrupted schooling. We conclude that school dropout and learning loss are in inherent relationship with inequalities, exclusion, and social vulnerability.

Palavras-chave : interrupted education; pandemic COVID-19; OECD.

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