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https://doi.org/10.5944/reec.38.2021.30447Resumen
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Brown, P. (2020). Studying COVID-19 in light of critical approaches to risk and uncertainty. Health, Risk and Society, 22(1), 1–14. https://doi.org/10.1080/13698575.2020.1745508
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Lindblad, S., Lindqvist, A., Runesdotter, C. y Wärvik. G.-B. (2021). In education we trust: on handling the COVID-19. Pandemic in the Swedish welfare state. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-021-01001-y
Novoa, A. y Alvim, Y. (2020). Nothing is new, but everything has changed: A viewpoint on the future school. Prospects 49, 35–41. https://doi.org/10.1007/s11125-020-09487-w
OCDE (2020). Education at a Glance 2020: OECD Indicators, Paris. https://doi.org/10.1787/69096873-en.
Rambaree, K. y Nässén, N. (2020). ‘The Swedish Strategy’ to COVID-19 Pandemic: Impact on Vulnerable and Marginalised Communities. The International Journal of Community and Social Development, 2(2) 234–250.
Unesco (2021, 21 de Enero). La UNESCO revela una pérdida aproximada de dos tercios de un año académico en todo el mundo debido a los cierres de la COVID-19. Disponible en: https://es.unesco.org/news/unesco-revela-perdida-aproximada-dos-tercios-ano-academico-todo-mundo-debido-cierres-covid-19.
Unesco (2021, 26 de Marzo). ¿Cómo estás aprendiendo durante la pandemia de COVID-19?. Disponible en: https://es.unesco.org/covid19/educationresponse
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