<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022024000100303</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202450264928por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação básica na pandemia de Covid-19: críticas ao ensino remoto]]></article-title>
<article-title xml:lang="en"><![CDATA[Basic education during the Covid-19 pandemic: criticisms of remote teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tondin]]></surname>
<given-names><![CDATA[Celso Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Deborah Rosária]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Elenice Procópio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marielle Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Stela Maris Bretas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Welligton Magno da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Deruchette Danire Henriques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Aline Campolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Otaciano]]></surname>
<given-names><![CDATA[Fernanda de Cássia Oscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aa"/>
</contrib>
</contrib-group>
<aff id="A2a">
<institution><![CDATA[,Universidade Federal de São João del-Rei  ]]></institution>
<addr-line><![CDATA[São João del Rei MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A3a">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A4a">
<institution><![CDATA[,Faculdade Anhanguera  ]]></institution>
<addr-line><![CDATA[Governador Valadares MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A5a">
<institution><![CDATA[,Centro Universitário Católica do Leste de Minas Gerais; Centro Universitário de Ciências Gerenciais de Manhuaçu  ]]></institution>
<addr-line><![CDATA[Coronel Fabriciano; Manhuaçu MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A6a">
<institution><![CDATA[,Centro Universitário Católica do Leste de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Coronel Fabriciano MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A7a">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A8a">
<institution><![CDATA[,Faculdade de Medicina de Itajubá Universidade Federal Fluminense ]]></institution>
<addr-line><![CDATA[Itajubá MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A9a">
<institution><![CDATA[,Secretaria de Estado de Educação de Minas Gerais Núcleo de Acolhimento Educacional Superintendência Regional de Ensino]]></institution>
<addr-line><![CDATA[Nova Era - Polo Itabira MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A0a">
<institution><![CDATA[,Centro Universitário Presidente Tancredo de Almeida Neves  ]]></institution>
<addr-line><![CDATA[São João del Rei MG]]></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>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022024000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensino remoto possibilitou o isolamento social de estudantes e profissionais da educação durante a pandemia de Covid-19, mas foi permeado de críticas de diversos setores da sociedade brasileira, entre os quais instituições da educação e de psicologia. Diante da carência de discussão acadêmica sobre o fenômeno, este trabalho objetiva identificar e analisar críticas de entidades dessas duas áreas ao ensino remoto na educação básica. Trata-se de uma pesquisa qualitativa e documental, cujo corpus é constituído de 34 documentos, publicados entre 11 de março e 11 de maio de 2020 por seis entidades. A análise de conteúdo extraiu 143 trechos (recortes), que foram organizados em cinco categorias. Os resultados evidenciam no ensino remoto aspectos prejudiciais ao processo de ensino-aprendizagem: acesso limitado ou inexistente de alunas(os) e suas famílias aos recursos tecnológicos; precarização do trabalho das(os) profissionais; violação do direito à educação; mercantilização da educação; e esvaziamento da função social da escola. O ensino remoto foi desenvolvido de maneira aligeirada e descontextualizada, desconsiderando marcadores socioeconômicos e raciais, e promoveu a intensificação do trabalho docente e o recrudescimento das desigualdades educacionais, que se mostraram estratégias políticas e técnicas de governo. Numa conjuntura de ultraliberalismo obscurantista, são intensificados os ataques à escola pública, não sem resistência popular, democrática e libertária. Essa disputa se estende e se atualiza no contexto pandêmico. As manifestações das instituições evidenciam isso. Se todas elas apresentam elementos críticos, estes não são homogêneos e pautados nos mesmos interesses, que se ocupam ou do mercado ou dos direitos constitucionais das(os) alunas(os), suas famílias e profissionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Remote teaching ensured social distancing for students and education professional during the Covid-19 pandemic, but received criticism from various sectors of Brazilian society, including education and psychology institutions. Given the lack of academic discussion concerning the phenomenon, this article identifies and analyzes criticisms made by education and psychology institutes to remote teaching in basic education. A qualitative and documentary research was conducted with 34 documents, published between March 11 and May 11, 2020 by six entities. Content analysis extracted 143 excerpts, which were organized into five categories. Results show that remote teaching is detrimental to the teaching-learning process: limited or non-existent access of students and their families to technological resources; precariousness of teaching work; violation of the right to education; commodification of education; and stripping of the school&#8217;s social role. Developed in a rapid and decontextualized manner, disregarding socioeconomic and racial markers, remote teaching increased teaching work and further expanded educational inequalities, which proved to be political and technical government strategies. Attacks on public schools increase in an ultraliberal and obscurantist context, but not without popular, democratic and libertarian resistance. This dispute is extended and updated in the pandemic context, as evinced by the institutional manifestations. Although they all present criticisms, these are neither homogeneous nor based on the same interests, with some showing concern for the market while others focus on constitutional rights.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Remote teaching]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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