Difficult times, much to learn

What lessons can be learnt for the future of education from this period known as lockdown?
On the positive side, we can see the rapid and far-reaching responses that both government authorities and the whole of society – especially schools, teachers, pupils and families – have been able to give, revealing: attention to basic needs; solidarity in the provision of teaching equipment and material by municipalities and companies; help from neighbours, friends or simple fellow citizens; and the implementation of a system of distance learning by schools and teachers. A magnificent lesson in what rational guidance – based on scientific data, social concerns and listening to everyone – can achieve; the generosity and solidarity that ‘civil’ society is capable of; in the ability of head teachers and teachers to organise, dedicate and respond promptly.
On the other hand, the closure of schools and their replacement by forms of distance learning has raised the lid on problems that already existed in Portuguese society and even made them worse: inequalities, economic and cultural, have become much more evident – in the non-existence or inadequacy of equipment needed or the impossibility of maintaining it, especially in situations of increasing uncertainty and precariousness. Worse still: which parents will have the time and the ability to help their children not only to get around the various digital platforms used by schools but also to carry out work that is sometimes excessive and inadequate for the pupils and the situation? Some families may have bonded through this, while in others the situation has created unnecessary and negative tensions and anxieties.
From this a ‘lesson’ will be learnt of the need for technological and pedagogical training in distance teaching and learning of young people and adults – in particular teachers.
This is related to another situation that the crisis has brought to the fore: an inflexible view of what learning is and what is important to learn. There has sometimes been an excessive concern with the fulfilment of programmes and reproducing, remotely, lessons held in person. The communication established by teachers with their pupils has been very important, but more for the socio-emotional support it provided and for the manifestation of valuing the pupils and their education.
Distance learning will certainly be used more in the future, complementing face-to-face teaching, but it will require the study of its potential and limits and the ability of teachers to put themselves in the skin – and in the head – of their pupils and to develop their independence.
Another ‘lesson’ to be learnt: the need to promote a reflection on the aims of education and how these can be pursued in very different ways and with very different methods, while always taking into account the pupil and their circumstances.