Distance learning during the lockdown: challenges and limitations for Knowledge Management in the school environment

Abstract

This essay aims to discuss the possible effects of distance pedagogical work during the pandemic and argues that remote actions can interfere with the effectiveness of school knowledge. Through explanations of Historical-Cultural psychology, which reinforce the role of school education for the development of the human psyche, the text considers the implications of remote education for the formation of a portion of basic education students. It proposes the need to consider the risks that the temporary installation and use of these technological resources can bring to the consolidation of educational policies, which includes the modality of distance education within public education networks, and the challenges for the effective appropriation objectification of school contents, equally, by students in training.