Where Do Children Play? Rethinking education in times of pandemic

Abstract

The Covid-19 pandemic resulted, as part of the actions to help restrict the spread of the virus, in the interruption of face-to-face classes in schools and universities around the world, impacting the lives of one and a half billion students. It is difficult to calculate all the impacts from early childhood education to higher education, as well as the exposure and deepening of inequality in access to fundamental rights. New paradigms are presented, some things will come to the fore at the expense of others. And, if there are gains to talk about, they will be in the reframing of the meaning of school. In this period of uncertainty, it is necessary to favor socioemotional skills more than pedagogical contents and cognitive aspects. The most important is the reconstruction of affective and pedagogical bonds in this new reality. Always thinking first of the physical and emotional well-being of students, their guardians and each professional involved. School s have the role of being a place of embracement and social protection, nutrition, health and emotional support. The learning recovery process will be long, but this does not justify hasty measures. It is unreasonable to disregard the serious consequences of Covid-19 for many, especially the elderly and those at risk, as well as the unpredictable course of the disease and the consequences for young people. We must guarantee the right of all children to education but returning to face-to-face classes can only be determined based on scientific evidence and analysis of strategic health information.