<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032021000300275</article-id>
<article-id pub-id-type="doi">10.15517/aie.v21i3.46287</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relações no ambiente escolar pós-pandemia: enfrentamentos na volta às aulas presenciais]]></article-title>
<article-title xml:lang="es"><![CDATA[Relaciones en el ambiente escolar post-pandémico: Enfrentamientos de regreso a clases presenciales]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationships in the post-pandemic school environment: confronting the return to presential classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues de Almeida]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bitencourt Soster Luz]]></surname>
<given-names><![CDATA[Charlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hun]]></surname>
<given-names><![CDATA[Hildegard Susana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fossatti]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad La Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad La Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad La Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad La Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>275</fpage>
<lpage>302</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032021000300275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032021000300275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032021000300275&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse estudo tem a intenção de trazer algumas reflexões sobre como irão se dar as relações no ambiente escolar, nas escolas de ensino fundamental, no período pós-pandemia. O ambiente no retorno às aulas necessitará de alguns enfrentamentos devido ao distanciamento social ocasionado pela COVID-19. A abordagem metodológica utilizada é qualitativa com estudo de casos múltiplos de escolas municipais de ensino fundamental da cidade de Canoas no estado do Rio Grande do Sul. A coleta de dados deu-se com o envio de questionário para docentes dessas instituições. Foi utilizada a Análise de Conteúdo de Bardin para analisar os resultados obtidos no questionário. Como resultado, percebemos a importância de pensarmos as relações na volta às aulas, no ambiente escolar, visto que enfrentamos um momento de ineditismo e incertezas. Então, como principais resultados da pesquisa constatamos que 89% das pessoas participantes desta pesquisa pretendem aproveitar algum método ativo de ensino e aprendizagem na pós-pandemia; 91,1% acreditam na importância de trabalhar questões comportamentais em sala de aula; 82,1% têm receio de enfrentar as demandas de defasagem na aprendizagem utilizando o ensino híbrido. Portanto, a pandemia proporcionou o desenvolvimento profissional docente, apesar da perda do contato presencial, que será retomado para o retorno às aulas presenciais, quando serão levadas também as experiências vividas, juntamente com o trabalho nas questões comportamentais. Além disso, é perceptível que existe ansiedade quanto ao ensino híbrido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio pretende traer algunas reflexiones sobre cómo se van a dar las relaciones en el ambiente escolar, en las escuelas primarias, en el período post-pandémico. El retorno a la presencialidad producirá ciertos enfrentamientos debido a la distancia social provocada por el COVID-19. El enfoque metodológico utilizado es cualitativo con múltiples estudios de caso de escuelas primarias municipales de la ciudad de Canoas en el estado de Rio Grande do Sul, Brasil. Los datos fueron recolectados mediante el envío de un cuestionario a docentes de estas instituciones. Se utilizó el Analisis de Contenido de Bardin para interpretar los datos del cuestionario. Como resultado, nos dimos cuenta de la importancia de pensar las relaciones al regresar a la escuela, en el entorno escolar, ante un momento inédito y de incertidumbre. Como principales resultados de la investigación, encontramos que el 89% del personal encuestado tiene la intención de aprovechar algún método activo de enseñanza y de aprendizaje en la pospandemia; el 91,1% cree en la importancia de trabajar temas sobre los problemas de conducta en el aula; el 82,1% teme afrontar las demandas de la brecha de aprendizaje por medio de la enseñanza híbrida. Por lo tanto, la pandemia brindó el desarrollo profesional de las personas docentes, a pesar de la pérdida del contacto presencial que será retomado al regreso a las clases presenciales, cuando llevarán las experiencias vividas, junto con el trabajo en temas de comportamiento. Además, es perceptible que existe cierta ansiedad por la enseñanza híbrida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study intends to bring some reflections on how the relations will take place in the school environment, in elementary schools, in the post-pandemic period, understanding that the environment on return to school will need some confrontations due to the social distance caused by COVID-19. The methodological approach used is qualitative with multiple case studies of municipal elementary schools in the city of Canoas in the state of Rio Grande do Sul. The data was collected by sending a questionnaire to the teachers of these institutions. Bardin's Content Analysis (2011) was used to analyze the results obtained in the questionnaire. As a result, we realized the importance of thinking about the demand for relationships back to school, in the school environment, as we face a moment of originality and uncertainty. So, as the main results of the research, we found that 89% of the teachers surveyed intend to take advantage of some active method of teaching and learning in the post-pandemic; 91.1% believe in the importance of working on behavioral issues in the classroom; 82.1% of the surveyed teachers are afraid to face the demands of learning gap using hybrid teaching. Therefore, the pandemic provided the professional development of teachers that will be taken to return to face-to-face classes, along with work on behavioral issues and there is anxiety about hybrid teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[assistência escolar]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[aulas]]></kwd>
<kwd lng="es"><![CDATA[asistencia escolar]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[clases]]></kwd>
<kwd lng="en"><![CDATA[school attendance]]></kwd>
<kwd lng="en"><![CDATA[pandemics]]></kwd>
<kwd lng="en"><![CDATA[classroom]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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