<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762022000401653</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i4p1653-1681</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise do Papel da Escola em Tempos de Pandemia da Covid-19:]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the School&#8217;s Role During the Covid-19 Pandemic:]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis del Papel de la Escuela en los Tiempos de Pandemia de la Covid-19:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PENA]]></surname>
<given-names><![CDATA[Graziele Borges de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GONÇALVES]]></surname>
<given-names><![CDATA[Luciene Pereira da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[Kaique de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>22</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>22</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>4</numero>
<fpage>1653</fpage>
<lpage>1681</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000401653&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000401653&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000401653&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa examinar o papel da escola por meio das políticas públicas educacionais desenvolvidas durante o ano de 2020, o primeiro da pandemia da Covid-19, no Centro-Oeste, sob a ótica do ciclo de políticas de Stephen Ball. A análise documental e as entrevistas semiestruturadas com duas professoras constituíram os instrumentos metodológicos. Observamos o discurso de que o Estado tem desempenhado seu papel nesse momento da pandemia, a presença direta de grupos ligados aos setores privados, a preocupação maior com o cumprimento de carga horária em detrimento da qualidade do ensino. Além disso, houve improvisação para a adoção das aulas remotas, falta de recursos e de políticas públicas para que os alunos se mantivessem na escola, o que aprofundou o processo de desigualdade social, em face da evasão e exclusão de alunos de classes mais pobres, da cidade e do campo, como também indígenas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article&#8217;s goal is to analyze the role of the school using educational public policies developed in 2020, the first year of the Covid-19 pandemic, in Center-west, from the perspective of Stephen Ball's policy cycle. Document analysis and semi-structured interviews with two teachers formed the methodological instruments. We observed the speech that the state has enforced its role at these pandemic times, the direct presence of groups connected to private sectors, a greater concern with the workloads fulfillment at the expense of the education quality. In addition to that, it was noted improvisation to assume remote learning, lack of resources and public policies for students to remain in school, which enhanced social inequality, given the avoidance and exclusion of low-income students from the city and the countryside, as well as indigenous peoples.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar el papel de la escuela por medio de las políticas públicas educacionales desarrolladas durante el año de 2020, el primero de la pandemia de la Covid-19, en el Centro-Oeste, bajo la óptica del ciclo de políticas de Stephen Ball. La análisis documental y entrevistas semiestructuradas con dos profesoras, han constituidos los instrumentos metodológicos. Observamos el discurso de que el Estado ha cumplido su papel en ese momento de la pandemia, la presencia directa de grupos vinculados a los sectores privados, mayor preocupación con el cumplimento de la carga horaria en detrimento de la calidad de la enseñanza. Por otra parte, hubo improvisación para la adopción de las clases remotas, falta de recursos y de políticas públicas para que los alumnos se mantuvieran en la escuela, lo que profundizó el proceso de desigualdad social, frente a la evasión y exclusión de alumnos de clases más pobres, de la ciudad y del campo, así como, indígenas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas públicas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[pandemia da Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[ciclo de políticas de Stephen Ball]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[exclusão social]]></kwd>
<kwd lng="en"><![CDATA[educational public policies]]></kwd>
<kwd lng="en"><![CDATA[Covid-19 pandemic]]></kwd>
<kwd lng="en"><![CDATA[Stephen Ball&#8217;s policy cycle]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[social exclusion]]></kwd>
<kwd lng="es"><![CDATA[políticas públicas educacionales]]></kwd>
<kwd lng="es"><![CDATA[pandemia de la Covid-19]]></kwd>
<kwd lng="es"><![CDATA[ciclo de políticas de Stephen Ball]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[exclusión social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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