<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052020000600452</article-id>
<article-id pub-id-type="doi">10.12957/teias.%y.53310</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS, CURRÍCULO E PRÁTICAS DOCENTES: os impactos postos pela Covid-19 no contexto escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING POLICIES, CURRÍCULUM AND PRACTICES: the impacts posed by Covid-19 in the school context]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS DE ENSEÑANZA, CURRÍCULO Y PRÁCTICAS: los impactos planteados por Covid-19 en el contexto escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cipriani]]></surname>
<given-names><![CDATA[Flávia Marcele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Antonio Flavio Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[Cintia Chung Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica de Petrópolis - UCP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Petrópolis - UCP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Católica de Petrópolis - UCP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>21</volume>
<numero>63</numero>
<fpage>452</fpage>
<lpage>465</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000600452&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000600452&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000600452&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo focaliza a reflexão e análise de mudanças e permanências, mediante os impactos no contexto escolar, ocasionados pela Covid-19. As políticas educacionais, o currículo e a avaliação foram abordados no estudo, que contou com a participação de 209 professores da educação básica, na cidade de Juiz de Fora, Minas Gerais. O questionário online foi utilizado como técnica de coleta de dados. O objetivo da pesquisa foi valorizar as percepções e práticas docentes para verificar possíveis (des)continuidades no atípico ano letivo. A análise estatística descritiva e a análise de conteúdo proposta por Bardin (2011) corroboraram os resultados, que ressaltaram a importância de escutar os docentes e da análise das políticas curriculares para além das questões que envolvem os processos de produção, de seleção e de reprodução do conhecimento na educação brasileira, marcada por acentuadas desigualdades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article focuses on the reflection and analysis of changes and permanences, through the impacts on the school context, caused by Covid-19. Educational policies, curriculum and assessment were addressed in the study, which included the participation of 209 teachers of basic education in the city of Juiz de Fora, Minas Gerais. The online questionnaire was used as a data collection technique. The objective of the research was to value the perceptions and teaching practices to verify possible (dis) continuities in the atypical school year. The descriptive statistical analysis and the content analysis proposed by Bardin (2011) corroborated the results, which emphasized the importance of listening to teachers and the analysis of curricular policies in addition to the issues involving the processes of production, selection and reproduction of the knowledge in Brazilian education, marked by marked inequalities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo se centra en la reflexión y el análisis de cambios y permanencias, a través de los impactos en el contexto escolar, causados por Covid-19. Las políticas educativas, el plan de estudios y la evaluación se abordaron en el estudio, que incluyó la participación de 209 maestros de educación básica, en la ciudad de Juiz de Fora, Minas Gerais. El cuestionario en línea se utilizó como técnica de recopilación de datos. El objetivo de la investigación fue valorar las percepciones y prácticas de enseñanza para verificar posibles (des)continuidades en el año escolar atípico. El análisis estadístico descriptivo y el análisis de contenido propuesto por Bardin (2011) corroboraron los resultados, que enfatizaron la importancia de escuchar a los docentes y el análisis de las políticas curriculares, además de las cuestiones relacionadas con los procesos de producción, selección y reproducción de conocimiento en educación brasileña, marcado por marcadas desigualdades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[docentes]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[covid-19]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[covid-19]]></kwd>
</kwd-group>
</article-meta>
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