COVID-19 Dashboard

Buscando elucidar as motivações que sustentam essa narrativa, o presente artigo teórico objetivou debater alguns dos argumentos utilizados para defendê-la, de modo a problematizar suas matrizes e apontar algumas de suas limitações. Para tal, foi realizada uma análise teórica do Projeto de Lei 5595/2020 e de publicações do Movimento Escolas Abertas na rede social Instagram que endossam a premissa da educação como serviço essencial. Evidenciou-se que as ideias que sustentam esse discurso são de cunho liberal e concebem a educação como elemento descolado da conjuntura histórico-social do período pandêmico. Abstract In the context of the suspension of face-to-face classes due to the Covid-19 pandemic, it was highlighted the narrative that education should become an essential service, in order to ensure that face-to-face classes are mandatory, regardless of the incidence of calamitous events. Seeking to elucidate the motivations that support this narrative, this theoretical article aimed to discuss some of the arguments used to defend it, in order to problematize its matrixes and point out some of its limitations. To this end, a theoretical analysis was carried out of Brazilian Bill 5595/2020 and publications of the Open Schools Movement on the social network Instagram that endorse the premise of education as an essential service. It was evident that the ideas that support this discourse are of a liberal nature and conceive education as an element detached from the historical-social conjuncture of the pandemic period.