<?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>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462024000200201</article-id>
<article-id pub-id-type="doi">10.14393/repod-v13n2a2024-69978</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sistema de ensino e pandemia COVID-19: ensino remoto, desafios e política educacional brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[The educational system and COVID-19 pandemic: online teaching, challenges and Brazilian educational policy]]></article-title>
<article-title xml:lang="es"><![CDATA[Sistema de enseñanza y pandemia COVID-19: enseñanza remota, retos y política educacional brasileña]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomides]]></surname>
<given-names><![CDATA[Bárbara Barra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcelo Soares Pereira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Uberlândia Centro Educacional Bem Me Quer ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Uberlândia Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462024000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462024000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462024000200201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No início de 2020 no Brasil, em decorrência do isolamento social na pandemia por COVID-19, houve a suspensão das aulas presenciais modificando abruptamente o funcionamento do sistema de ensino. Esse novo contexto foi caracterizado principalmente pelo uso obrigatório de aparatos tecnológicos para o ensino remoto e da ausência de respostas governamentais efetivas e igualitárias em apoio a educação. Esse novo sistema arraigado a uma lógica capitalista mercadológica histórica intensificou as desigualdades no Brasil no que tange a perspectiva democrática de acesso à educação. Assim, o presente trabalho teve como objetivo geral compreender, de modo contextualizado e historicamente situado, o cenário político-administrativo e educacional brasileiro no contexto da pandemia no período de 2020-2021. Para isso, realizou-se um estudo qualitativo, exploratório e analítico, por meio de livros, artigos e documentos envolvendo a temática. A busca de dados foi realizada na biblioteca virtual SCIELO (Scientific Electronic Library Online) e no site da secretaria da educação. De acordo com os resultados encontrados, foi observado que o ensino remoto foi implantado às pressas e sem a consideração das múltiplas realidades brasileiras, gerando desafios imensuráveis a todos os sujeitos da educação. Muitos alunos foram &#8220;invisibilizados&#8221; e seus direitos educacionais negados, além do aumento da carga de trabalho e redução dos salários do corpo docente, o que intensificou as desigualdades sociais e a fragilidade das escolas brasileiras. A reflexão aqui proposta reitera a necessidade da discussão e do posicionamento deste tema por meio de políticas educacionais junto aos sujeitos da educação na expectativa de promover uma educação efetiva e igualitária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Brazil, at the beginning of 2020, due to social distancing during the COVID-19 pandemic, in-person classes were suspended abruptly modifying the educational system. This new context was mainly characterized by the mandatory use of technological devices for remote teaching and the absence of effective and egalitarian government responses in support of Education. This new system, settled in historical capitalist market logic, intensified inequalities in Brazil regarding the democratic perspective of access to education. Thus, the general objective of this work was to understand, in a historically contextualized way, the Brazilian political-administrative and educational scenario in the context of the pandemic in the period that corresponds to 2020-2021. To this end, a qualitative, exploratory and analytical study was carried out with the use of books, articles and papers regarding the above mentioned issue. The data search was carried out in the virtual library SCIELO (Scientific Electronic Library Online) and on the website of the Secretary of education. According to the results found, it was observed that online teaching was implemented on short notice and without considering the multiple Brazilian realities, which caused immeasurable challenges for all education subjects. Many students were &#8220;invisible&#8221; and their educational rights were denied, in addition to the increasing workload and reduction in teaching staff salaries, intensifying social inequalities and the fragility of Brazilian schools. The reflection proposed here reiterates the need to discuss and position this issue through educational policies among the subjects of education, with the expectation of promoting effective and egalitarian education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el inicio de 2020 en Brasil, debido al aislamiento social en la pandemia por COVID-19, hubo la suspensión de las clases presenciales modificando abruptamente el funcionamiento del sistema de enseñanza. Ese nuevo contexto fue caracterizado principalmente por el uso obligatorio de aparatos tecnológicos para la enseñanza remota y ausencia de respuestas gubernamentales efectivas e igualitarias en apoyo a la Educación. Ese nuevo sistema arraigado a una lógica capitalista mercadológica histórica, intensificó las desigualdades en Brasil en lo que tañe la perspectiva democrática de acceso a la Educación. Así, el presente trabajo tuvo como objetivo general comprender, de modo contextualizado e históricamente situado, el escenario político-administrativo y educacional brasileño en el contexto de la pandemia en el período de 2020-2021. Para eso, se ha realizado un estudio cualitativo, exploratorio y analítico, por medio de libros, artículos y documentos envolviendo la temática. La búsqueda de datos fue realizada en la biblioteca virtual SCIELO (Scientific Electronic Library Online) y en el sitio de la Secretaría de Educación. De acuerdo con los resultados encontrados fue observado que la enseñanza remota fue implantada de forma apurada y sin la consideración de múltiples realidades brasileñas, generando retos inmensurables a todos los sujetos de la Educación. Muchos estudiantes fueron &#8220;invisibilizados&#8221; y sus derechos educacionales negados, además del aumento de la carga de trabajo y reducción de los sueldos del cuerpo docente, intensificando las desigualdades sociales y la fragilidad de las escuelas brasileñas. La reflexión aquí propuesta reitera la necesidad de la discusión y del posicionamiento de este tema por medio de políticas educacionales junto a los sujetos de la Educación, en la expectativa de promover una educación efectiva e igualitaria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Coronavírus]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Coronavirus]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="es"><![CDATA[Política Educacional]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Coronavirus]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
</kwd-group>
</article-meta>
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