Pandemia, Lideranças Locais, e Respostas Educativas: O Caso Português.
Saved in:
| Title: | Pandemia, Lideranças Locais, e Respostas Educativas: O Caso Português. |
|---|---|
| Alternate Title: | Pandemic, local leadership, and educational responses: The Portuguese case. Pandemia, liderazgo local, y respuestas educativas: El caso portugués. |
| Authors: | Sebastião, João1 joao.sebastiao@iscte-iul.pt, Gonçalves, Eva1 eva_patricia_goncalves@iscte-iul.pt, Delgado, Luísa1 luisa.delgado@ese.ipsantarem.pt |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 8/5/2025, Vol. 33 Issue 44/45, p1-20. 20p. |
| Subject Terms: | *Community coordination, *Educational intervention, *Curriculum change, Digital technology, Community leadership, Social injustice, Pandemics |
| Geographic Terms: | Portugal |
| Abstract (English): | This article analyses the impacts of the pandemic crisis on the Portuguese education system, the effectiveness of the policies taken at the time to deal with them, and how local actors implemented national policy measures. In Portugal, as in many other countries, the adoption of educational solutions based on digital platforms was the main alternative. Overall, the policies implemented by the central government have proved to be generic responses that are poorly suited to the situations of pupils and families with the greatest material or sociocultural needs. The response to the accumulation of different forms of inequality was built in the communities themselves, with situations of deprivation being resolved above all by municipalities, community or parents' associations, making it possible to minimize their effects on access to education. Collaboration between schools and communities has also enabled the development of digital skills by the various educational actors and a better perception by schools of the inequalities in educational opportunities resulting from the pandemic, generating curricular adaptations and the dynamization of classes with innovative and participatory methodologies. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo analiza las repercusiones de la crisis pandémica en el sistema educativo portugués, la eficacia de las políticas adoptadas en su momento para hacerles frente y la forma en que los agentes locales aplicaron las medidas de política nacional. En Portugal, como en muchos otros países, la adopción de soluciones educativas basadas en plataformas digitales fue la principal alternativa. En general, las políticas aplicadas por el gobierno central han resultado ser respuestas genéricas poco adaptadas a las situaciones de los alumnos y de las familias con mayores necesidades materiales o socioculturales. La respuesta a la acumulación de diferentes formas de desigualdad se construyó en las propias comunidades, resolviéndose las situaciones de privación sobre todo por los municipios, las asociaciones comunitarias o de padres, lo que permitió minimizar sus efectos en el acceso a la educación. La colaboración entre las escuelas y las comunidades también posibilitó que los diversos actores educativos desarrollaran competencias digitales y que las escuelas percibieran mejor las desigualdades de oportunidades educativas resultantes de la pandemia, generando adaptaciones curriculares y la dinamización de las clases con metodologías innovadoras y participativas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo analisa os impactos da crise pandémica no sistema educativo português, a eficácia das políticas então tomadas para os enfrentar e o modo como os atores locais implementaram as medidas de política nacional. Em Portugal, como em muitos outros países, a adoção de soluções educativas baseadas em plataformas digitais foi a alternativa principal. Globalmente as políticas implementadas pelo governo central mostraram possuir respostas genéricas, pouco adequadas às situações dos alunos e famílias com maiores necessidades materiais ou socioculturais. A resposta à acumulação de diferentes formas de desigualdade, foi construída nas próprias comunidades, tendo as situações de carência sido, sobretudo, resolvidas por municípios, associações comunitárias ou de pais, permitindo minimizar os seus efeitos no acesso à educação. A colaboração entre escolas e comunidades permitiu ainda o desenvolvimento de competências digitais pelos diversos atores educativos e a uma melhor perceção pelas escolas das desigualdades de oportunidade educativas resultante da pandemia, gerando adaptações curriculares e a dinamização de de aulas com metodologias inovadoras e participativas. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 188708025 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Pandemia, Lideranças Locais, e Respostas Educativas: O Caso Português. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Pandemic, local leadership, and educational responses: The Portuguese case.<br />Pandemia, liderazgo local, y respuestas educativas: El caso portugués. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sebastião%2C+João%22">Sebastião, João</searchLink><relatesTo>1</relatesTo><i> joao.sebastiao@iscte-iul.pt</i><br /><searchLink fieldCode="AR" term="%22Gonçalves%2C+Eva%22">Gonçalves, Eva</searchLink><relatesTo>1</relatesTo><i> eva_patricia_goncalves@iscte-iul.pt</i><br /><searchLink fieldCode="AR" term="%22Delgado%2C+Luísa%22">Delgado, Luísa</searchLink><relatesTo>1</relatesTo><i> luisa.delgado@ese.ipsantarem.pt</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Policy+Analysis+Archives+%2F+Archivos+Analíticos+de+Políticas+Educativas+%2F+Arquivos+Analíticos+de+Políticas+Educativas%22">Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas</searchLink>. 8/5/2025, Vol. 33 Issue 44/45, p1-20. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Community+coordination%22">Community coordination</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Community+leadership%22">Community leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Social+injustice%22">Social injustice</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This article analyses the impacts of the pandemic crisis on the Portuguese education system, the effectiveness of the policies taken at the time to deal with them, and how local actors implemented national policy measures. In Portugal, as in many other countries, the adoption of educational solutions based on digital platforms was the main alternative. Overall, the policies implemented by the central government have proved to be generic responses that are poorly suited to the situations of pupils and families with the greatest material or sociocultural needs. The response to the accumulation of different forms of inequality was built in the communities themselves, with situations of deprivation being resolved above all by municipalities, community or parents' associations, making it possible to minimize their effects on access to education. Collaboration between schools and communities has also enabled the development of digital skills by the various educational actors and a better perception by schools of the inequalities in educational opportunities resulting from the pandemic, generating curricular adaptations and the dynamization of classes with innovative and participatory methodologies. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Este artículo analiza las repercusiones de la crisis pandémica en el sistema educativo portugués, la eficacia de las políticas adoptadas en su momento para hacerles frente y la forma en que los agentes locales aplicaron las medidas de política nacional. En Portugal, como en muchos otros países, la adopción de soluciones educativas basadas en plataformas digitales fue la principal alternativa. En general, las políticas aplicadas por el gobierno central han resultado ser respuestas genéricas poco adaptadas a las situaciones de los alumnos y de las familias con mayores necesidades materiales o socioculturales. La respuesta a la acumulación de diferentes formas de desigualdad se construyó en las propias comunidades, resolviéndose las situaciones de privación sobre todo por los municipios, las asociaciones comunitarias o de padres, lo que permitió minimizar sus efectos en el acceso a la educación. La colaboración entre las escuelas y las comunidades también posibilitó que los diversos actores educativos desarrollaran competencias digitales y que las escuelas percibieran mejor las desigualdades de oportunidades educativas resultantes de la pandemia, generando adaptaciones curriculares y la dinamización de las clases con metodologías innovadoras y participativas. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: Este artigo analisa os impactos da crise pandémica no sistema educativo português, a eficácia das políticas então tomadas para os enfrentar e o modo como os atores locais implementaram as medidas de política nacional. Em Portugal, como em muitos outros países, a adoção de soluções educativas baseadas em plataformas digitais foi a alternativa principal. Globalmente as políticas implementadas pelo governo central mostraram possuir respostas genéricas, pouco adequadas às situações dos alunos e famílias com maiores necessidades materiais ou socioculturais. A resposta à acumulação de diferentes formas de desigualdade, foi construída nas próprias comunidades, tendo as situações de carência sido, sobretudo, resolvidas por municípios, associações comunitárias ou de pais, permitindo minimizar os seus efeitos no acesso à educação. A colaboração entre escolas e comunidades permitiu ainda o desenvolvimento de competências digitais pelos diversos atores educativos e a uma melhor perceção pelas escolas das desigualdades de oportunidade educativas resultante da pandemia, gerando adaptações curriculares e a dinamização de de aulas com metodologias inovadoras e participativas. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188708025 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14507/epaa.33.8637 Languages: – Code: por Text: Portuguese PhysicalDescription: Pagination: PageCount: 20 StartPage: 1 Subjects: – SubjectFull: Community coordination Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Community leadership Type: general – SubjectFull: Social injustice Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Portugal Type: general Titles: – TitleFull: Pandemia, Lideranças Locais, e Respostas Educativas: O Caso Português. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sebastião, João – PersonEntity: Name: NameFull: Gonçalves, Eva – PersonEntity: Name: NameFull: Delgado, Luísa IsPartOfRelationships: – BibEntity: Dates: – D: 05 M: 08 Text: 8/5/2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10682341 Numbering: – Type: volume Value: 33 – Type: issue Value: 44/45 Titles: – TitleFull: Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas Type: main |
| ResultId | 1 |
