<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000100126</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s16948</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação em tempos de excepcionalidade e perspectivas para o novo cenário da educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Education in exceptional times and perspectives for the new basic education scenario]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación en tiempos de excepcionalidad y perspectivas para el nuevo escenario de la educación básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Clara Corrêa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[Fabiane Frota da Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa teve como objetivo conhecer as representações sociais sobre a Educação no período da pandemia de Covid-19 na perspectiva de professores da Educação Básica que atuam nos Anos Iniciais do Ensino Fundamental e compreender os desafios e as perspectivas de mudanças no cenário educacional a partir das experiências reportadas. A investigação foi norteada pela Teoria das Representações Sociais, desenvolvida por Serge Moscovici, em sua abordagem processual, pela capacidade que tem de condensar informações, valores, crenças e percepções. A principal estratégia de coleta de dados foi o grupo focal, por viabilizar larga discussão entre múltiplos participantes. Foi utilizada a análise de conteúdo, conforme proposto por Laurence Bardin. Foram identificadas as seguintes categorias: desafios da Educação e mudanças na Educação. Elas deram origem às seguintes subcategorias: ansiedade, desigualdade, ressignificação das práticas e currículo. Os resultados viabilizam contribuir com o debate acerca da Educação em tempos de excepcionalidade e discutir novas perspectivas para os Anos Iniciais do Ensino Fundamental, de modo que atendam às necessidades do atual cenário educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed to know the social representations about Education in the period of the Covid-19 pandemic from the perspective of Basic Education teachers who work in the Initial Years of Elementary School and to understand the challenges and perspectives of changes in the educational scenario from the perspective of reported experiences. The investigation was guided by the Theory of Social Representations, developed by Serge Moscovici, in its procedural approach, by its ability to condense information, values, beliefs and perceptions. The main data collection strategy was the focus group, as it facilitated broad discussion among multiple participants. Content analysis was used, as proposed by Laurence Bardin. The following categories were identified: challenges of Education and changes in Education. They gave rise to the following subcategories: anxiety, inequality, resignification of practices and curriculum. The results make it possible to contribute to the debate about Education in times of exceptionality and to discuss new perspectives for the Initial Years of Elementary School, so that they meet the needs of the current educational scenario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tuvo como objetivo conocer las representaciones sociales sobre la Educación en el período de la pandemia del Covid-19 desde la perspectiva de profesores de Educación Básica que actúan en los Años Iniciales de la Educación Primaria y comprender los desafíos y las perspectivas de cambios en el escenario educacional desde las experiencias relatadas. La investigación estuvo guiada por la Teoría de las Representaciones Sociales, desarrollada por Serge Moscovici, en su abordaje procesal, por su capacidad de condensar informaciones, valores, creencias y percepciones. La principal estrategia de recopilación de datos fue el grupo focal, ya que facilitó una amplia discusión entre múltiples participantes. Se utilizó el análisis de contenido, conforme propuesto por Laurence Bardin y se identificaron las categorías desafíos de la Educación y cambios en la Educación, las cuales originaron las siguientes subcategorías: ansiedad, desigualdad, resignificación de las prácticas y currículo. Los resultados permiten contribuir al debate sobre la Educación en tiempos de excepcionalidad y discutir nuevas perspectivas para los Años Iniciales de la Educación Primaria, de modo que respondan a las necesidades del actual escenario educacional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[Representaciones Sociales]]></kwd>
<kwd lng="es"><![CDATA[Educación Primária]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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