<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000100035</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i62.1746</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O discurso do Banco Mundial para a educação na pandemia: neoliberalismo e expansão do ensino remoto como &#8220;oportunidades&#8221; para a América Latina e o Caribe no cenário de crise]]></article-title>
<article-title xml:lang="en"><![CDATA[The World Bank&#8217;s discourse for education in the pandemic: neoliberalism and the expansion of remote learning as &#8220;opportunities&#8221; for Latin America and the Caribbean in the crisis scenario]]></article-title>
<article-title xml:lang="es"><![CDATA[El discurso del Banco Mundial para la educación en la pandemia: el neoliberalismo y la expansión de la educación a distancia como &#8220;oportunidades&#8221; para la América Latina y el Caribe en el escenario de crisis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lesnieski]]></surname>
<given-names><![CDATA[Marlon Sandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oviedo]]></surname>
<given-names><![CDATA[Lourdes Evangelina Zilberberg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina (UNOESC)  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Armando Alvares Penteado (FAAP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>62</numero>
<fpage>35</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em março de 2020, o mundo se deparou com a pandemia de covid-19 e, na tentativa de deter o avanço do vírus, medidas de distanciamento social foram adotadas pelos governos dos diversos países, resultando no fechamento das escolas, cujas metodologias de ensino tiveram de ser modificadas, passando do modelo presencial para o remoto ou híbrido. Na tentativa de conduzir esse processo, os organismos multilaterais produziram orientações sobre a reformulação das estruturas pedagógicas nos países periféricos, elaborando documentos a serem seguidos nessa conjuntura de crise internacional. Nesse sentido, o Banco Mundial publicou, em fevereiro de 2021, um relatório que sinaliza encaminhamentos a serem trilhados pelos governos da América Latina e do Caribe. O estudo, que se caracteriza pela abordagem qualitativa e documental, tem como objetivo compreender as contradições que emergem no discurso do relatório a partir dos determinantes históricos que impactaram a realidade educacional. A base metodológica foi a materialista-histórico-dialética, complementada pela análise de conteúdo de Bardin, utilizando a técnica de mineração de texto como suporte. Os resultados indicam a articulação de dois elementos discursivos, o primeiro aponta para as oportunidades de solidificação e ampliação de acesso dos sistemas educacionais, e o segundo, para a criação de um consenso para efetivação de iniciativas neoliberais que foram pensadas como emergenciais, porém, vêm ganhando status de permanentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In March 2020, the world was faced with the COVID-19 pandemic, and, in an attempt to stop the spread of the virus, social distancing measures were adopted by the governments of different countries, resulting in the closing of schools, which teaching methodologies had to be modified, moving from the face-to-face to the remote or hybrid model. In an attempt to lead this process, multilateral organizations produced guidelines on the reformulation of pedagogical structures in peripheral countries, elaborating documents to be followed in this context of international crisis. In this sense, the World Bank published in February 2021 a report that indicates steps to be taken by governments in Latin America and the Caribbean. The study, which is characterized by a qualitative and documentary approach, aims to understand the contradictions that emerge in the discourse of the report from the historical determinants that impacted the educational reality. The methodological basis was the materialist-historical-dialectic, complemented by Bardin&#8217;s content analysis, using the text mining technique as support. The results indicate the articulation of two discursive elements, the first points to the opportunities for solidification and expansion of access to educational systems, and the second, for the creation of a consensus for the implementation of neoliberal initiatives that were thought of as emergencies, however, come gaining permanent status.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Em marzo de 2020, el mundo se encontró con la pandemia de la COVID-19 y, en el intento de detener el avance del virus, se adoptaron medidas de distanciamiento social por el gobierno de diferentes países, resultando en el cierre de escuelas, cuyas metodologías de enseñanza tuvieron que ser modificadas, pasando del modelo presencial al remoto o híbrido. En la tentativa de conducir ese proceso, los organismos multilaterales produjeron orientaciones sobre la reformulación de las estructuras pedagógicas en los países periféricos, elaborando documentos a seguir en esta coyuntura de crisis internacional. En ese sentido, el Banco Mundial publicó, en febrero de 2021, un informe que señala referencias a seguir por parte de los gobiernos de América Latina y de Caribe. El estudio, que se caracteriza por un enfoque cualitativo y documental, tiene como objetivo comprender las contradicciones que emergen en el discurso del informe a partir de los determinantes históricos que impactaron la realidad educacional. La basis metodológica fue la dialéctica histórico-materialista, complementada con el análisis de contenido de Bardin, utilizando como soporte una técnica de minería de textos. Los resultados muestran la articulación de dos elementos discursivos, el primero apunta para las oportunidades de solidificación y ampliación de acceso de los sistemas educacionales, y el segundo, para la creación de un acuerdo para la concretización de iniciativas neoliberales que fueran pensadas como de emergencia, no obstante, vienen ganando status de permanentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Banco Mundial]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[World Bank]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="es"><![CDATA[Banco Mundial]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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