Educación Primaria y Secundaria durante el Covid-19. Interrupción de las oportunidades educativas durante la pandemia.
DOI:
https://doi.org/10.5944/reec.41.2022.32829Abstract
The COVID-19 crisis caused an unheard scholar closure that required a historic resource mobilization in order to ensure the right of education worldwide. All of that in a context in which the role and future of face-to-face teaching was being called into question from different spheres.
This book encompasses early studies analysing the pandemic impact on educational systems around the world in key aspects such as governance, immediate reactions, available resources, as well as its effect on issues such as learning, inequity and adaptability in each one of them. Also, this work anticipates many subjects in a new wave of research in which scholar closure is stated as a source of relevant information on the educational processes.
What were the starting conditions on different educational systems from a worldwide perspective? What answers have been appropriate in each context? What sort of conclusions on governance and educational systems organization can we jump into? Will we be able to cope with a future situation ensuring that it doesn’t affect the right of education? These are the main questions that are part of a reflection on the past, present, and future of Primary and Secondary Education that we should answer to interpret again, without fantasies or daydreams, the role of school in our society.
Downloads
References
Aláez, B. (2003). Minoría de edad y derechos fundamentale. Tecnos.
Bonal, X., y González, S. (2020). The impact of lockdown on the learning gap: Family and school divisions in times of crisis. International Review of Education, 66(5), 635-655. https://doi.org/10.1007/s11159-020-09860-z
Corell-Almuzara, A., López-Belmonte, J., Marín-Marín, J.-A., y Moreno-Guerrero, A.-J. (2021). COVID-19 in the Field of Education: State of the Art. Sustainability, 13(10). https://doi.org/10.3390/su13105452
Fernández Liria, C., Fernández, O. G., y Fernández, E. G. (2017). Escuela o barbarie: Entre el neoliberalismo salvaje y el delirio de la izquierda. Akal.
González, S., y Bonal, X. (2021). El derecho a la educación en el contexto de pandemia. Gaceta sindical: reflexión y debate, 36, 319-332. https://dialnet.unirioja.es/servlet/articulo?codigo=7994774
Gortazar, L., Moreno, J., y Zubillaga, A. (2020). INFORME COVID19 Y EDUCACION II: Escuela en casa y desigualdad. COTEC. https://doi.org/10.13140/RG.2.2.35575.44968
Isenberg, E. J. (2007). What Have We Learned About Homeschooling? Peabody Journal of Education, 82(2-3), 387-409. https://doi.org/10.1080/01619560701312996
Jacovkis, J., y Tarabini, A. (2021). COVID-19 y escuela a distancia: Viejas y nuevas desigualdades. Revista de Sociología de la Educación-RASE, 14(1), 85-102. http://dx.doi.org/10.7203/RASE.14.1.18525
Rogero-García, J. (2020). La ficción de educar a distancia. Revista de Sociología de la Educación (RASE), 13(2), 174-182. https://doi.org/10.7203/RASE.13.2.17126
Terrén, E. (1999). Educación y modernidad: Entre la utopía y la burocracia. Anthropos Editorial.
Therborn, G. (1993). Los derechos de los niños desde la constitución del concepto moderno de menor: Un estudio comparado de los países occidentales. En L. Moreno, Intercambio social y desarrollo del bienestar (pp. 77-135). Consejo Superior de Investigaciones Científicas.
UNESCO. (2019). New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School (N.o 56; Fact Sheet). UNESCO Institute for Statistics. http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
