COVID-19 and the Social reflexes of school closures

Abstract

This research aims to present social reflexes that were caused by the closure of schools due to the OVID-19 pandemic. To respond to such scenario, bibliographic and documentary research was available from newspapers, legislation and official documents, websites and scientific articles. As a result, potential impacts on students, teachers and parents are perceived, bearing in mind that problems arising from this closure such as: interruption of learning; school feeding; adaptation of teachers to the new technological reality; parents without preparation for activities in remote teaching and at home; challenge in improving and maintaining remote teaching; gaps in assistance to children; increased rate of school dropout; social isolation of children; and the challenges to validate and measure learning, tend to directly and indirectly affect these individuals, especially those living in situations of vulnerability and social injustice. This said, responses to such social reflections must come from the relationships that permeate the school-student-family state, so that mutual support can provide the necessary support to deal with the consequences of school closures.