Publication
La educación en tiempos virales: el caso de Portugal
| datacite.subject.sdg | 04:Educação de Qualidade | pt_PT |
| datacite.subject.sdg | 10:Reduzir as Desigualdades | pt_PT |
| dc.contributor.author | Abrantes, Pedro | |
| dc.date.accessioned | 2021-10-04T12:06:00Z | |
| dc.date.available | 2021-10-04T12:06:00Z | |
| dc.date.issued | 2021 | |
| dc.description.abstract | Este artículo presenta una contribución para comprender los efectos de la pandemia de COVID-19 en la educación (básica y secundaria). Se centra en el proceso de confinamiento y la consiguiente transición hacia un modelo de enseñanza a distancia vivido en Portugal entre marzo y junio de 2020. Para ello, se empieza por buscar un marco teórico adecuado que permita comprender un fenómeno novedoso, imprevisible y que cuenta con un trasfondo biológico, pero que ha accionado un conjunto complejo de dinámicas políticas, económicas, sociales y culturales. A continuación, se discuten algunos informes internacionales relevantes. En la segunda parte, tras algunas notas metodológicas, se analizan los principales resultados de un cuestionario aplicado a los directores de escuela en Portugal, en tres sucesivos momentos, lo que permite entender tendencias y evoluciones durante el periodo analizado. La conclusión central es que las escuelas portuguesas han podido garantizar a la gran mayoría de sus alumnos una oferta educativa en línea, a través de un proceso intensivo de aprendizaje de los maestros, de desarrollo organizativo y de una colaboración sin precedentes entre los diversos actores educativos. A pesar de una notable diversidad de soluciones, la tendencia dominante fue la «migración» temporal del modelo educativo tradicional hacia escenarios digitales «estandarizados» y, por ende, no ha sido posible involucrar a una parte de niños y jóvenes en condiciones más vulnerables, ni desarrollar de forma consistente un modelo pedagógico más creativo, inclusivo e innovador. | pt_PT |
| dc.description.abstract | This article presents a contribution to understand the effects of the COVD-19 pandemic in (basic and secondary) education. It is focused on the lockdown process and the ensuing transition for a distance learning model in Portugal, between March and June 2020. With such purpose, the article starts with the search for a suitable theoretical framework to understand a new and unpredictable phenomenon, with a biological background and a leverage of a complex set of political, economic, social and cultural dynamics. Then, some key international reports are discussed. In the second half, after some methodological notes, the main results of a survey to the school principals in Portugal are analyzed, taking into account its application in three moments and therefore its ability to sketch trends and evolutions during this period. The main conclusion is that Portuguese schools were able to assure to the large majority of its students an education service through the Internet, through an intensive process of teachers’ learning, organizational development and an unprecedented collaboration between the several education actors. In spite of a remarkable diversity of solutions, the dominant trend was the temporary «migration» of a traditional education model to «standardized» digital environments and, therefore, it has not been able to involve a part of children and young people in more vulnerable conditions, nor to consistently develop a more creative, inclusive and innovative pedagogical model. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.doi | 10.7203/RASE.14.1.18954 | pt_PT |
| dc.identifier.issn | 2605-1923 | |
| dc.identifier.uri | http://hdl.handle.net/10400.2/11196 | |
| dc.language.iso | spa | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.subject | Sistema educativo | pt_PT |
| dc.subject | COVID-19 | pt_PT |
| dc.subject | Enseñanza en línea | pt_PT |
| dc.subject | Desigualdades | pt_PT |
| dc.subject | Portugal | pt_PT |
| dc.subject | Innovación | pt_PT |
| dc.subject | Education system | pt_PT |
| dc.subject | Distance education | pt_PT |
| dc.subject | Inequalities | pt_PT |
| dc.subject | Innovation | pt_PT |
| dc.title | La educación en tiempos virales: el caso de Portugal | pt_PT |
| dc.title.alternative | Education in viral times: the portuguese case | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 43 | pt_PT |
| oaire.citation.issue | 1 | pt_PT |
| oaire.citation.startPage | 30 | pt_PT |
| oaire.citation.title | Revista de Sociología de la Educación-RASE | pt_PT |
| oaire.citation.volume | 14 | pt_PT |
| person.familyName | Abrantes | |
| person.givenName | Pedro | |
| person.identifier.ciencia-id | 9A17-6151-34BB | |
| person.identifier.orcid | 0000-0001-9572-9563 | |
| person.identifier.scopus-author-id | 55522704900 | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |
| relation.isAuthorOfPublication | 5064f2a8-9454-4584-b1ce-f70599e230fd | |
| relation.isAuthorOfPublication.latestForDiscovery | 5064f2a8-9454-4584-b1ce-f70599e230fd |
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