Navegando por Assunto "Pandemics"

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Acesso aberto (Open Access)
Emendas parlamentares no contexto da pandemia de covid-19 no Brasil
(Câmara dos deputados, 2021-03) BONFIM, Raul; FREITAS, Vítor Eduardo Veras de Sandes; RUBIATTI, Bruno de Castro
The aim of this paper is to analyze the role of budgetary amendments proposed by Brazilian parliamentarians to combat Covid-19. The pandemic demanded an unprecedented effort from the federal government in managing resources in fighting the virus, leading to the relocation of budgetary allocations for specific actions. However, was the Brazilian Legislative able to reorient its priorities and reallocate its budgetary amendments for actions to fight the new Coronavirus? To answer this question, all individual and state benches’ amendments approved by the National Congress and paid by the Executive between the March and September 2020 were analyzed. Our results indicate that not only did the legislator reallocate their amendments to the specific actions indicated by the government, but also these resources were one of the pillars of the Ministry of Health’s budgetary execution in the first months of the pandemics in Brazil.
Acesso aberto (Open Access)
Práticas e formações de professores de matemática no ensino remoto: letramento digital como desafio no pós-pandemia
(Universidade Federal de Mato Grosso, 2022-04) FREITAS, Claúdio Lopes de; CUNHA, Débora Alfaia da; MANFREDO, Elizabeth Cardoso Gerhardt
The COVID-19 pandemic context became an opportune moment to debate technological training of teachers and the practice of teaching in virtual environments. Thus, study aim was to highlight learning and teaching aspects and teachers’ digital literacy who taught mathematics in Basic Education during emergency remote teaching. This is characterized as exploratory research, with convenience and non probability sampling, following a mixed approach, with qualitative and quantitative data. Data collection took place with the application of digital questionnaires for mathematics teachers who performed remote teaching activities, in school year 2020 and part of 2021. Answers were obtained from 70 teachers. Results emphasizes the use of several strategies by teachers to face remote education demands, as well as their own investments to purchase equipment. Low digital literacy of most teachers was faced with an autonomic search for qualification and adherence to the packages of large technology companies, underlining the absence of departments and educational institutions in training for remote classes. It is concluded that the remote teaching of mathematics was, many times, a solitary teacher’ challenge, assuming the financial and formative burden to obtain some success. Despite individual efforts, digital teaching literacy still imposes itself as a political agenda to be faced in the post-pandemic.