<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792024000100140</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v20i51.14196</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ESCOLA DA PONTE: DO ENSINO EMERGENCIAL AO REGRESSO ÀS AULAS PRESENCIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[ESCOLA DA PONTE: FROM EMERGENCY EDUCATION TO RETURNING TO PRESENTIAL CLASSES]]></article-title>
<article-title xml:lang="es"><![CDATA[A ESCUELA PUENTE: DE LA ENSEÑANZA DE EMERGENCIA AL REGRESO A LAS ESCUELAS PRESENCIALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Fabíola Pereira Sarmento da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilhena]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Trás-os-Montes e Alto do Douro  ]]></institution>
<addr-line><![CDATA[Vila Real ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Algarve  ]]></institution>
<addr-line><![CDATA[Faro ]]></addr-line>
<country>Portugal</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>20</volume>
<numero>51</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792024000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792024000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792024000100140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A pandemia causada pelo coronavírus SARS-CoV-2 impôs uma transformação repentina da vida quotidiana. A escola teve de se adaptar rapidamente a essa nova realidade, adotando o que se veio a designar de Ensino Remoto de Emergência (ERE). Este trabalho teve como objetivo analisar o impacto da passagem ao ERE num contexto particular, a Escola da Ponte, uma escola com um modelo pedagógico assente no trabalho colaborativo e autónomo. Mais concretamente, pretendemos: compreender as percepções dos docentes acerca dos desafios que se colocaram à comunidade educativa da Escola da Ponte, na passagem ao ERE; analisar as estratégias utilizadas pelos docentes para manter a proposta do &#8220;Projeto Educativo: Fazer a Ponte&#8221; no período de ERE; descrever o processo de retoma do ensino presencial, num contexto pandémico. Optamos por uma abordagem metodológica de natureza qualitativa, mais concretamente pelo estudo de caso. Os resultados revelam que as estratégias adotadas pelos docentes da Escola da Ponte no período de transição para o ERE e no regresso às aulas presenciais foram fundamentais para mitigar as desigualdades sociais e educativas existentes e garantir continuidade no processo de ensino e aprendizagem dos alunos. Apesar das restrições, observou-se, neste período, inovação nas práticas pedagógicas, especialmente pelo uso das plataformas e tecnologias digitais, assente no trabalho colaborativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The pandemic caused by the SARS-CoV-2 coronavirus imposed a sudden transformation of daily life. Schools had to adapt quickly to this new reality, adopting what came to be called Emergency Remote Education (ERE). This paper aimed to analyze the impact of the transition to ERE in a particular context, the Escola da Ponte, a school with a pedagogical model based on collaborative and autonomous work. More specifically, we intend to: understand the teachers' perceptions about the challenges faced by the educational community of the Escola da Ponte, in the transition to the RE; analyze the strategies used by teachers to maintain the proposal of the Educational Project: Fazer a Ponte in the ERE period; describe the process of resumption of classroom teaching in a pandemic context. We have chosen a qualitative methodological approach, more specifically a case study. The results show that the strategies the Escola da Ponte teachers adopted in the transition period to the ERE and in the return to face-to-face classes were fundamental to mitigate the existing social and educational inequalities and ensure continuity in the teaching and learning process of the students. Despite the restrictions, this period was enriching for the innovation of pedagogical practices, mainly using digital platforms and technologies, besides showing the collaborative work of those involved.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La pandemia provocada por el coronavirus SARS-CoV-2 impuso una repentina transformación de la vida cotidiana. Las escuelas tuvieron que adaptarse rápidamente a esta nueva realidad, adoptando lo que se dio en llamar Educación a Distancia de Emergencia (ERE). Este trabajo pretende analizar el impacto de la transición a la ERE en un contexto particular, la Escuela Ponte, una escuela con un modelo pedagógico basado en el trabajo colaborativo y autónomo. Más específicamente, pretendemos: comprender las percepciones de los profesores sobre los desafíos enfrentados por la comunidad educativa de la Escuela Ponte, en la transición para el RRE; analizar las estrategias utilizadas por los profesores para mantener la propuesta del Proyecto Educativo: Fazer a Ponte en el período de RRE; describir el proceso de reanudación de la enseñanza presencial, en un contexto pandémico. Optamos por un abordaje metodológico de naturaleza cualitativa, más específicamente por el estudio de caso. Los resultados muestran que las estrategias adoptadas por los profesores de la Escuela Ponte en el período de transición a la RRE y en el retorno a las clases presenciales fueron esenciales para mitigar las desigualdades sociales y educativas existentes y garantizar la continuidad en el proceso de enseñanza y aprendizaje de los alumnos. A pesar de las restricciones, se observó innovación en las prácticas pedagógicas en este período, especialmente a través del uso de plataformas y tecnologías digitales, basadas en el trabajo colaborativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Escola da Ponte]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto Emergencial]]></kwd>
<kwd lng="pt"><![CDATA[regresso às aulas presenciais]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[Escola da Ponte]]></kwd>
<kwd lng="en"><![CDATA[Emergency Remote Learning]]></kwd>
<kwd lng="en"><![CDATA[back to school]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[Escuela Ponte]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia de Emergencia]]></kwd>
<kwd lng="es"><![CDATA[retorno a las clases en persona]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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