<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362023000100211</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362022003003752</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Challenges and risks of remote Education for children and adolescents]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desafios e riscos da Educação remota para crianças e adolescentes]]></article-title>
<article-title xml:lang="es"><![CDATA[Retos y riesgos de la Educación a distancia para niños y adolescentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Candido Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Carlos Ângelo de Meneses]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Europeu de Estudos Superiores  ]]></institution>
<addr-line><![CDATA[Fafe Braga]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>31</volume>
<numero>118</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362023000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362023000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362023000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Covid-19 has arisen deep changes in formal Education as a result of a sudden transition from in person to remote Education. Effects in different fields, such as mental health and socioeconomic vulnerability, also need follow up and evaluation. So, this paper aims to analyze the educational inequalities amplified by the pandemics, as well as the remote Education effects on students, educators and families. Its theoretical framework consisted of the reproduction theories and philosophical works on heterotopy, speed and the world and Education digitalization. The results show that previous achievements in schooling access, quality and equality took steps backwards. Mental health and student motivation have suffered negative effects. Digital Education does not seem to keep the same level of outcomes and equality. Therefore, remote Education has implied deep changes in schooling routines and ways of learning, some of them susceptible of negatively affecting students. Remote Education, despite its lower costs and prestigious halo, is to be used cautiously and with parsimony.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Covid-19 tem suscitado profundas mudanças na educação formal, como resultado de súbita transição da Educação presencial à remota. Os efeitos em diferentes áreas, como a saúde mental e a vulnerabilidade socioeconômica, também necessitam de acompanhamento e avaliação. Assim, este trabalho visa a analisar as desigualdades educacionais amplificadas pela pandemia, como também os efeitos da Educação remota sobre estudantes, educadores e famílias. Sua base teórica situa-se nas teorias da reprodução e em trabalhos filosóficos sobre a heterotopia, velocidade e a digitalização educacional. Os resultados indicam que as conquistas anteriores no acesso, qualidade e igualdade andaram para trás. A saúde mental e a motivação de estudantes sofrem efeitos negativos. Portanto, a Educação digital não parece manter o mesmo nível de resultados e igualdade. A Educação remota, apesar dos seus baixos custos e do seu prestigioso halo, deve ser utilizada com cautela e parcimônia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Covid-19 ha provocado cambios profundos en la Educación formal como resultado de una transición repentina de la Educación presencial a la remota. Los efectos en diferentes campos, como la salud mental y la vulnerabilidad socioeconómica, también necesitan seguimiento y evaluación. Así, este trabajo tiene como objetivo analizar las desigualdades educativas amplificadas por las pandemias, así como los efectos de la Educación a distancia en estudiantes, educadores y familias. Su marco teórico estuvo constituido por las teorías de la reproducción y los trabajos filosóficos sobre la heterotopía, la velocidad y la digitalización del mundo y la Educación. Los resultados muestran que los logros anteriores en el acceso, la calidad y la igualdad de la Educación retrocedieron. La salud mental y la motivación de los estudiantes han sufrido efectos negativos. La Educación digital no parece mantener el mismo nivel de resultados e igualdad. Por tanto, la Educación a distancia ha implicado profundos cambios en las rutinas escolares y en las formas de aprender, algunas de ellas susceptibles de afectar negativamente a los estudiantes. La Educación a distancia, a pesar de sus costos más bajos y su halo de prestigio, debe usarse con cautela y parsimonia.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Pandemics]]></kwd>
<kwd lng="en"><![CDATA[Mental health]]></kwd>
<kwd lng="en"><![CDATA[Violence]]></kwd>
<kwd lng="en"><![CDATA[Education inequalities]]></kwd>
<kwd lng="en"><![CDATA[Remote Education]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[Violência]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação remota]]></kwd>
<kwd lng="es"><![CDATA[Pandemias]]></kwd>
<kwd lng="es"><![CDATA[Salud mental]]></kwd>
<kwd lng="es"><![CDATA[Violencia]]></kwd>
<kwd lng="es"><![CDATA[Desigualdades educativas]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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