FAMILY-SCHOOL RELATIONSHIP IN TIMES OF COVID-19: DISCUSSING EVERYDAY ISSUES

The family-school relationship is, in general, a one-way street, in which the actors do not dialogue to build paths in partnership for a liberating education. The object of study of this work is the family-school relationship in the period of COVID-19, considering the social changes arising from the closing of schools. This research aimed to evaluate the impact of this closure on society, from the point of view of the family-school relationship. Exploratory research was designed using two instruments: document analysis of state deliberations on the subject, for the states of Minas Gerais, Rio de Janeiro and Sao Paulo, and questionnaires with open and closed questions, sent to families residing in the three states. From the content analysis for the field research together with the documental analysis, it is concluded that the daily life of the families reflects their unpreparedness and frustration in the orientation of the students' school activities. In parallel, the implementation of neoliberal policies gains strength, leading to the erosion of the idea of public education as a right, since a considerable part of the students was excluded from the educational process due to the means used to maintain the educational system in the period in which analyse.

Teaching performance on educação básica in pandemic time

– Teaching Performance on Educação Básica in Pandemic Time. This article considers teaching in Educação Básica, in the Brazilian context, during the Covid-19 pandemic and suspension of face-to-face classes. The survey was attended by 209 teachers from the city of Juiz de Fora, at Minas Gerais state, who answered the questionnaire used as an instrument. The objective was to analyze the thoughts, feelings, challenges, and perspectives of teachers in this period of calamity. Content analysis and descriptive statistics were performed. The findings point to emerging categorical sets that highlight the teachers’ concerns with the marked inequalities, the main difficulties in curricular educational practices and the expectations of education professionals with the return to schools. © 2021, Universidade Federal do Rio Grande do Sul,Faculdade de Educacao. All rights reserved.