<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982024000100237</article-id>
<article-id pub-id-type="doi">10.1590/0102-469845242</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[QUE ESCOLA PÓS-PANDEMIA?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿QUÉ ESCUELA POST-PANDEMIA?]]></article-title>
<article-title xml:lang="en"><![CDATA[WHAT POST-PANDEMIC SCHOOL?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NOBRE]]></surname>
<given-names><![CDATA[MÁRCIO RIMET]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[NÁDIA LAGUÁRDIA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GRILLO]]></surname>
<given-names><![CDATA[CRISTIANE DE FREITAS CUNHA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALZAMORA]]></surname>
<given-names><![CDATA[GEANE CARVALHO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[MARALICE DE SOUZA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ANDRADE]]></surname>
<given-names><![CDATA[LUCIANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TÁRCIA]]></surname>
<given-names><![CDATA[LORENA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais (MG)]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais (MG)]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário de Belo Horizonte  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais (MG)]]></addr-line>
<country>Brazil</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>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A transição para o ensino remoto imposta pelo distanciamento social durante a pandemia de covid-19 afetou a vida de estudantes, educadores e familiares, incidindo sobre o processo de ensino-aprendizagem. Além dos efeitos psíquicos, a substituição do ensino presencial pelo ensino remoto acentuou o desinteresse dos jovens pela escola, que já vinha perdendo sentidos políticos, tornando patente o menor engajamento pelo ensino à distância. As reduzidas condições econômicas de grande parte da população foram aprofundadas, o que acentuou dificuldades de acesso à internet e às mídias necessárias para essa adaptação. Nossa pesquisa buscou escutar os jovens sobre seus sentimentos e vivências no contexto da pandemia, bem como os sentidos atribuídos à escola. De caráter qualitativo, nossa pesquisa trouxe uma questão central sobre que escola eles gostariam de ajudar a construir na projeção de um contexto pós-pandêmico. Na metodologia, foi empregado um formato híbrido resultante da experiência dos grupos interdisciplinares envolvidos na investigação, tendo como base o grupo focal e a conversação psicanalítica, além de duas oficinas de literatura; todas as técnicas sempre privilegiaram a circulação da palavra entre os adolescentes. Como resposta à questão central &#8220;que escola pós-pandemia?&#8221; foram constatados efeitos referentes à presença da família durante as aulas remotas, à carência relativa ao ambiente escolar com várias consequências, e aos efeitos deletérios da exclusão digital no contexto pandêmico, o que contribuiu especialmente para o incremento da evasão escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La transición a la enseñanza remota impuesta por el distanciamiento durante la pandemia del covid-19 social ha afectado la vida de estudiantes, educadores y familiares, impactando el proceso de enseñanza-aprendizaje. Además de los efectos psíquicos, la sustitución de la enseñanza presencial acentuó el desinterés de los jóvenes por la escuela, que ya perdía significados políticos, evidenciando la menor apuesta por la enseñanza a distancia. Se profundizaron las reducidas condiciones económicas de gran parte de la población, acentuándose las dificultades de acceso a internet y a los medios necesarios para esta adaptación. Nuestra investigación buscó escuchar a los jóvenes sobre sus sentimientos y vivencias en el contexto de la pandemia, así como los significados atribuidos a la escuela. De carácter cualitativo, la investigación planteó una pregunta central sobre qué escuela les gustaría ayudar a construir en la proyección de un contexto pospandemia. En la metodología se utilizó un formato híbrido resultado de la experiencia de los grupos interdisciplinarios involucrados en la investigación, basado en el grupo focal y la conversación psicoanalítica, además de dos talleres de literatura, todas ellas técnicas favoreciendo siempre la circulación de la palabra entre los adolescentes. Como resultado de la pregunta central &#8220;¿cuál escuela pospandemia?&#8221; se encontraron efectos relacionados con la presencia de la familia durante las clases a distancia, la falta relativa del ambiente escolar con graves consecuencias, y los efectos deletéreos de la exclusión digital en el contexto de la pandemia, especialmente en el aumento de la evasión escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:   The transition to remote learning imposed by social distancing during the COVID-19 pandemic affected the lives of students, educators, and families, impacting the teaching-learning process. Besides the psychological effects, the replacement of in-person teaching with remote learning heightened the disinterest of young people in school, which was already losing its political significance, making the lower engagement in distance learning evident. The limited economic conditions of a large part of the population were exacerbated, which increased difficulties in accessing the internet and the media necessary for this adaptation. Our research aimed to listen to young people about their feelings and experiences in the context of the pandemic, as well as the meanings they attributed to school. Qualitative in nature, our research posed a central question about what kind of school they would like to help build in the projection of a post-pandemic context. In the methodology, a hybrid format was employed resulting from the experience of the interdisciplinary groups involved in the investigation, based on focus groups and psychoanalytic conversation, as well as two literature workshops; all techniques always prioritized the circulation of speech among the adolescents. In response to the central question &#8220;what post-pandemic school?&#8221; effects related to the presence of family during remote classes, the relative lack of the school environment with various consequences, and the deleterious effects of digital exclusion in the pandemic context were observed, which particularly contributed to the increase in school dropout rates.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[adolescência]]></kwd>
<kwd lng="pt"><![CDATA[ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[ensino presencial]]></kwd>
<kwd lng="pt"><![CDATA[escola pós-pandemia]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia digital]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza a distancia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza presencial]]></kwd>
<kwd lng="es"><![CDATA[escuela pospandemia]]></kwd>
<kwd lng="es"><![CDATA[tecnología digital]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[remote learning]]></kwd>
<kwd lng="en"><![CDATA[in-person learning]]></kwd>
<kwd lng="en"><![CDATA[post-pandemic school]]></kwd>
<kwd lng="en"><![CDATA[digital technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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