A presença da escola ao longo da pandemia: uma revisão

Abstract

This work seeks to present how schools were contextualized and tolerated throughout the Covid-19 pandemic in Latin America. To this end, it points out how the issue of the pandemic affected the school environment, as well as the exclusion regarding the admission of its reopening, going through the unveiling of the framework of social inequality in schools, aggravated by the need for confinement, and the discussion of the spread of the virus of Covid-19 among children, exemplifying a similar concern presented by Norway, China, and Sweden. It also scores the consensus and guidance to students on school functions and virtual activities, the mental health of university students, the worsening of problems in children in home confinement and adverse psychological outcomes on the impact of covid-19 on the decision of “when” and “how” to reopen schools in the midst of depression and anxiety in children and adolescents. It concludes by stating the occurrence of a negative impact of the Covid-19 pandemic on the mental health of students associated with the closure of schools and distance learning. However, it also shows that returning to school is an essential step in overcoming the effects of the pandemic on children's development.