<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100401</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29e2024a7560</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação repensada no contexto de pandemia da Covid-19: rupturas do conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Education rethought in the context of the COVID-19 pandemic: ruptures in knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simão]]></surname>
<given-names><![CDATA[Andréia Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina Área das Ciências da Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Joaçaba SC]]></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>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto objetiva analisar como a Organização para a Cooperação e Desenvolvimento Econômico traz a insígnia da educação por meio do discurso da escolaridade interrompida em contexto de pandemia da COVID-19 e quais são as implicações na formação do trabalhador. O plano teórico-metodológico tem por base o materialismo histórico-dialético. Trata-se de uma investigação qualitativa de cunho bibliográfico, tendo como procedimento metodológico de produção e análise de dados, as análises documental e de conteúdo. A base empírica está no documento: Schooling disrupted, schooling rethought. How the Covid - 19 pandemicis changing education. Esse relatório é oriundo de pesquisas realizadas pela Organização para a Cooperação e Desenvolvimento Econômico em parceira com Global Education Innovation Initiative, Harvard Graduate School of Education. O exame da empiria evidencia a importância da mesclagem entre ensino presencial e online, sendo necessário o alargamento, pelo Estado, do potencial de inovação &#8211; tecnologia &#8211; para melhorar a oferta e qualidade de ensino. O que permite facilidade na aquisição de competências cognitivas, sociais e emocionais, estas consideradas pelo organismo, como essenciais para suprir as necessidades do século XXI. As consequências dessa mesclagem estão em torno das diferenças sociais, as quais implicam na equidade e qualidade da educação. Portanto, a contribuição científica inferida por este estudo está na organização de políticas educacionais que favoreçam a população que se encontra em situação econômica, educacional e cultural, desfavorável.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text aims to analyze how the Organization for Economic Cooperation and Development brings the insignia of education through the discourse of interrupted schooling in the context of the COVID-19 pandemic and the implications for worker training. The theoretical-methodological approach is based on historical-dialectical materialism. This qualitative bibliographic investigation uses documentary and content analysis as the methodological procedure for producing and analyzing data. The empirical basis is the document: Schooling disrupted, schooling rethought. How the Covid - 19 pandemicis changing education. This report comes from research carried out by the Organização para a Cooperação e Desenvolvimento Econômico in partnership with the Global Education Innovation Initiative, Harvard Graduate School of Education. The examination of the empirical evidence highlights the importance of mixing face-to-face and online education, and the need for the state to expand the potential of innovation - technology - to improve the supply and quality of education. This makes it easier to acquire cognitive, social and emotional skills, which the body considers essential to meet the needs of the 21st century. The consequences of this mix are around social differences, which imply equity and quality of education. Therefore, the scientific contribution inferred by this study lies in the organization of educational policies that favour the population that finds itself in an economically disadvantaged situation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação interrompida]]></kwd>
<kwd lng="pt"><![CDATA[Formação do trabalhador]]></kwd>
<kwd lng="pt"><![CDATA[Organização para a Cooperação e Desenvolvimento Econômico]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="en"><![CDATA[Worker training]]></kwd>
<kwd lng="en"><![CDATA[Organização para a Cooperação e Desenvolvimento Econômico]]></kwd>
<kwd lng="en"><![CDATA[COVID-19 pandemic]]></kwd>
<kwd lng="en"><![CDATA[Education policies]]></kwd>
</kwd-group>
</article-meta>
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