Práticas educativas em tempos de pandemia : entre o direito à educação e os cuidados em saúde.

Abstract

The covid-19 pandemic, especially in the years 2020 and 2021, caused great impacts in different instances of people's lives all over the world. One of the fields that was heavily damaged was education at national and international levels. Based on this, this research problematized the ways in which educational practices were produced, in the transition from remote teaching to the return to face-to-face classes in the covid-19 pandemic in Brazil, articulating the right to education with health discourses. For that, a documentary analysis was carried out using Foucauldian tools related to power relations and biopolitical strategies. The documents observed were: Guide for the implementation of protocols for the return of face-to-face activities in basic education schools of the Ministry of Education; Education in times of pandemic: rights, regulation and social control. A guide for municipal education counselors prepared by the National Union of Municipal Education Councils; Guidelines for the safe reopening of schools considering data from the covid-19 pandemic: guide for education and health managers from the United Nations Children's Fund, all launched in 2020. return to face-to-face educational activities. In this context, the guidelines were primarily based on knowledge produced in the field of health, leaving important issues related to pedagogical practices in school contexts in the background. Thus, it is observed that, during the covid-19 pandemic, the weakening of health, political and social structures, as well as the perpetuation of far right, economic and denialist discourses, in the Brazilian context, aggravated social inequalities, lack of resources directed to public education policies and the lack of effective actions regarding the approximation between education and health, sabotaging the right to education. The educational practices during the period of the covid-19 pandemic, therefore, were based on a neoliberal logic, guided by discourses of teaching and student overcoming, without sufficient support from the state spheres. In this context, it was the teachers who, even insufficiently, guaranteed, in most cases, the right to education.