Relations of uncertainty and exclusion: is it possible to think about strategies for education in times of a pandemic?
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Abstract
From a psychosocial perspective, this text aims to discuss Education in times of a pandemic. It is based on the assumption that it is necessary to epistemologically elucidate a few theoretical notions that interweave relations of uncertainty and exclusion, present in daily practices, so that one can understand the effects of the pandemic in the educational scenario and reflect on action and overcoming strategies. It is based on Bourdieu (1997, 1998, 2002, 2015), Certeau (1998), Morin (2000, 2003), among others, to offer theoretical subsidies in order to reflect on the educational routine, its rules and strategies and exclusion processes. It is hoped, therefore, to identify the challenges posed by the uncertainties and the neoliberal scourge of these times of a pandemic, and to question the conditions of possibilities and forms of resistance, especially of the school, in guaranteeing social rights and a fairer and more inclusive education.
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