CORE I AND II: HOW THE STUDENTS RETURNED AND HOW TO RECOVER THIS “PAUSED” TIME AFTER REMOTE TEACHING

Abstract

This article aims to analyze the possible effects of the COVID-19 pandemic in the teaching-learning process of elementary school students I and II, in the country, after the return of classes in hybrid and face-to-face format, starting from the need to foster the implementation of new teaching methodologies that can help students' studies after this "paused" time, in addition to the need for public policies to adhering to digital inclusion to all realities. The social relevance of this work is justified by the fact that it brings new reflections about the educational impacts caused in the midst of the pandemic, as well as suggestions for possible solutions that can minimize the problem. As a methodology, exploratory bibliographic research was used, through scientific articles, proceedings in journals, journalistic information and other legal documents that could underup-support the studies. In a moment, the results show the need to rethink new methodological practices that take into account this educational demand of the moment, in line with the demand of the 21st century, of the digital world, through educational public policies that prioritize the technological inclusion of all.