Author(s): Varela, Raquel ; della Santa, Roberto
Date: 2020
Persistent ID: http://hdl.handle.net/10362/109001
Origin: Repositório Institucional da UNL
Project/scholarship: info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04209%2F2020/PT; info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F04209%2F2020/PT;
Subject(s): schools; Covid-19; education; teaching; technology
UIDB/04209/2020 UIDP/04209/2020
The year 2020 began with two momentous social-metabolic turmoils: the deepening of the global capitalist crisis and, since midJanuary, the planetary diffusion of the new coronavirus. Since then, from mid-March on, schools, institutes and universities of basic, professional and superior level have suspended their activities and different sectors are being forced to interrupt part of their production processes and services, although unevenly across the Planet. What should it be the teachers’ stand on all of these world-historic processes and events? Will emergency remote instruction and the digitization of learning processes be written in the stars of our collective destiny? Will the physical and psychic development of children and youngsters go unscathed? Can objective knowledge be reduced to competence descriptors? What role should information technology play in public education? Is there a viable hegemonic alternative to this new academic dystopia 4.0? What is to be done? And where to begin?
