Palavras chave

Impacto socioemocional, relação família-escola, desempenho escolar, educação a distância, confinamento, COVID-19

Resumo

A situação gerada pelo confinamento forçado da sociedade pela COVID-19 tem levado, em muitos países, a mudanças nos hábitos de vida que têm gerado inúmeros estudos para conhecer os efeitos desta nova situação social. Uma mudança importante foi a digitalização do trabalho e, portanto, do ensino, provocando a imersão forçada em uma educação escolar a distância de forma abrupta. Nesse sentido, esta pesquisa aborda um estudo com metodologia quantitativa e delineamento ex post facto, com o objetivo de analisar o impacto do confinamento por COVID-19 no desempenho de crianças em idade escolar (3 a 12 anos). Um total de 529 participantes adultos completou o questionário CIEN (Questionário sobre o Impacto Educacional nas Crianças) sobre o impacto educacional do COVID-19 em suas filhas e filhos que frequentam a escola na Espanha. Os resultados geraram um modelo robusto baseado em equações estruturais que explicaram 39,7% da variância do desempenho escolar em casa, sendo a relação família-escola a variável que apresentou maior peso explicativo (? = 0,505; p <0,05). Conclui-se que os benefícios advindos da relação entre família e escola, evidentes no estabelecimento de laços de comunicação e cooperação, facilitam o enfrentamento de desafios educacionais compartilhados como, por exemplo, a educação a distância nos tempos do COVID-19.

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Technical information

Recebido: 28-05-2021

Revisado: 17-06-2021

Aceite: 15-07-2021

OnlineFirst: 15-10-2021

Data de publicação: 01-01-2022

Tempo de revisão do artigo: 20 dias | Tempo médio de revisão do número 70: 35 dias

Tempo de aceitação do artigo: 48 dias | Tempo médio de aceitação do número 70: 66 dias

Tempo de edição da pré-impressão: 173 dias | Tempo médio de edição pré-impressão do número 70: 191 dias

Tempo de processamento do artigo: 218 dias | Tempo médio de processamento do número 70: 236 dias

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Martín-Núñez, J. L., Bravo-Ramos, J. L., Sastre-Merino, S., Pablo-Lerchundi, I., Caravantes Redondo, A., & Núñez-del-Río, C. (2022). Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions. Sustainability, 14(6), 3272.

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Serrano-Díaz, N., Aragón-Mendizábal, E., & Mérida-Serrano, R. (2022). Families’ perception of children’s academic performance during the COVID-19 lockdown. [Percepción de las familias sobre el desempeño escolar durante el confinamiento por COVID-19]. Comunicar, 70, 59-68. https://doi.org/10.3916/C70-2022-05

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