<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100402</article-id>
<article-id pub-id-type="doi">10.5902/1984644485145</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Discussão de resultados de pesquisas sobre impactos da pandemia nas práticas pedagógicas da Educação Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Discussion of research results on the impacts of the pandemic on pedagogical practices in Basic Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Discusión de resultados de investigaciones sobre los impactos de la pandemia enlasprácticas pedagógicas enlaEducación Básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pesce]]></surname>
<given-names><![CDATA[Marly Krüger de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voigt]]></surname>
<given-names><![CDATA[Jane Mery Richter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Aliciene Fusca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo é discutir, numa perspectiva sócio-histórica, resultados de produções acadêmicas sobre os impactos da pandemia, provocada pela covid-19, nas práticas pedagógicas na educação básica entre os anos de 2020 e 2022. Para tanto, realizou-se um levantamento de produções científicas em duas plataformas que disponibilizam bancos de dados de artigos científicos, o portal de Periódicos Acadêmicos do Electronic Library Online (SciELO) e o Portal de Periódicos da Capes. Considerando uma abordagem qualitativa, as análises se pautaram nos princípios da análise de conteúdo. Da análise dos resultados emergiram dois temas, o primeiro foi a responsabilização e a intensificação do trabalho docente; o segundo, as mediações no processo de ensino e aprendizagem. De forma recorrente as pesquisas indicaram que a desigualdade social afetou estudantes e professores. Depreendem-se das análises as consequências de uma lógica neoliberal, em que o individualismo foi reforçado, pois o professor foi responsabilizado pelo processo educativo dos estudantes mesmo tendo restrições de condições objetivas para desenvolver sua atividade profissional. A morosidade no estabelecimento de políticas públicas efetivas mostrou-se um fator que dificultou o trabalho docente e gerou incertezas. Além disso, o acesso de estudantes à tecnologia digital causou prejuízos aos processos de ensino e aprendizagem. Também ocorreu a intensificação do trabalho docente, que afetou a saúde dos professores. Contudo observou-se que os professores tiveram de realizar mudanças em suas práticas, o que, num movimento dialético, acabou transformando os sujeitos envolvidos nos processos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article is to discuss, from a socio-historical perspective, results of academic productions on the impacts of the pandemic, caused by Covid-19, on pedagogical practices in basic education between the years 2020 and 2022. To this end, a scientific productions survey was carried out on two platforms that provide databases of scientific articles, the Academic Journals portal of Electronic Library Online (SciELO) and the Journals Portal of Capes. Considering a qualitative approach, the analyzes were based on the principles of content analysis. From the analysis of the results, two themes emerged, the first was accountability and the intensification of teaching work and, the second, mediations in the teaching and learning process. Research has repeatedly indicated that social inequality has affected students and teachers. The consequences of a neoliberal logic are realized in the analyses, the individualism was reinforced, as the teacher was held responsible for the educational process of students even with restrictions of objective conditions to develop their professional activity. The slowness in establishing effective public policies was a factor that hindered the teaching work and generated uncertainties. The difficulty of students to access digital technology caused loss to the teaching and learning processes. In addition, there was an intensification of teaching work, which affected the health of teachers. However, it was observed that teachers had to make changes in their practices, which, in a dialectical movement, ended up transforming the subjects involved in the processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  El objetivo de este artículo es discutir, desde una perspectiva sociohistórica, resultados de las producciones académicas sobre los impactos de la pandemia, provocada por el Covid19, en las prácticas pedagógicas en la educación básica entre los años 2020 y 2022. Encuesta de producciones científicas en dos plataformas que proporcionan bases de datos de artículos científicos, el portal de Revistas Académicas de la Biblioteca Electrónica en Línea (SciELO) y el Portal de Revistas de la Capes. Considerando un enfoque cualitativo, los análisis se basaron en los principios del análisis de contenido. Del análisis de los resultados surgieron dos temas, el primero fue la rendición de cuentas y la intensificación del trabajo docente y, el segundo, las mediaciones en el proceso de enseñanza y aprendizaje. Las investigaciones indicaron repetidamente que la desigualdad social afectaba a estudiantes y profesores. Se desprende de los análisis las consecuencias de una lógica neoliberal, que el individualismo se reforzó, al responsabilizarse al docente por el proceso educativo de los estudiantes incluso con restricciones de condiciones objetivas para desarrollar su actividad profesional. La demora en establecer políticas públicas efectivas fue un factor que dificultó la labor docente y generó incertidumbres. La dificultad de los estudiantes para acceder a la tecnología digital ha causado daños en los procesos de enseñanza y aprendizaje. Además, hubo una intensificación del trabajo docente, lo que afectó la salud de los profesores. Sin embargo, lo que se observó es que los docentes debieron realizar cambios en sus prácticas, que, en un movimiento dialéctico, terminaron transformando a los sujetos involucrados en los procesos pedagógicos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Básica;Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
</kwd-group>
</article-meta>
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</ref>
</ref-list>
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</article>
