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    Título
    Education online in lockdown: limits and possibilities. The vision of families in Spain
    Autor
    Gajardo Espinoza, Katherine
    Díez Gutiérrez, Enrique JavierAutoridad BuleriaORCID
    Facultad/Centro
    Facultad de Educacion
    Área de conocimiento
    Didactica y Organizacion Escolar
    Título de la revista
    Equality, Diversity and Inclusion: An International Journal
    Número de la revista
    1
    Fecha
    2021
    ISSN
    2040-7149
    Abstract
    Purpose – March 14, 2020, marked the beginning of an unexpected state of emergency in Spain due to the impact of the coronavirus disease 2019 (COVID-19). From that moment on, the educational system had to adapt so that millions of students could continue their education at home. Through a descriptive study, the reality and perceptions that Spanish families have about the educational actions that took place during the compulsory lockdown of the Spanish population is presented. Design/methodology/approach – 3,400 representatives of family units from 17 autonomous communities answered a survey, the data were analyzed using descriptive and frequency statistics. Findings – Relevant conclusions were drawn from the results. Despite the efforts of the authorities, the economic, cultural, social and digital divides leave many households without access to the fundamental right of education; families value the support of technologies but consider that they should not replace the face-to-face education that is necessary for the development process of minors; it is necessary to adapt the school content for a future postpandemic, discriminating the expendable from the essential in the school curriculum; priority must be given to the integral well-being of people in educational policies and also to the most vulnerable ones. Originality/value – The study allows progress in the analysis of educational policy proposals in the face of future crisis.
    Materia
    Educación
    Palabras clave
    COVID-19
    Pandemia
    Políticas educativas
    Evaluación educativa
    Familias
    Peer review
    SI
    URI
    http://hdl.handle.net/10612/15004
    DOI
    10.1108/EDI-07-2020-0194
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