Learning issues in the COVID-19 pandemic

educational guidelines and tools

Abstract

Improvement in the educational process has been the focus of different professionals in order to provide benefits to the student in the learning process or in their psychological, physical and social development. However, as a result of the COVID-19 pandemic, it was necessary to adapt to a new context and, in particular, to meet the demands of basic education, transferring the activities, until then face-to-face, to the digital model. Given this scenario, this study permeates the guidelines that guide education pro-fessionals, the problems arising from remote teaching and the technological tools for the practice of teaching in the aforementioned period. Based on the available theoretical framework, the present study was based on a narrative review of the scientific literature. The findings indicate the importance of guidelines as public policies for the unification of the educational process and strategies for adapting to the use of digital tools. However, the context of remote teaching, whether through synchronous or asynchronous classes, also emphasizes persistent social inequality in Brazil and other damages to the student, whether developmental or related to learning. As a result, losses are evident for students who have a lower socio-economic condition, who tend not to have access to these different technologies and, regardless of this factor, the educational losses present in the learning process and in the dynamics not carried out in the school environment due to the social distance.