EDUCATION AND PANDEMIC:

OTHER OR REFINED FORMS OF EXCLUSION?

Abstract

The aim of the article is to analyze speeches made by teachers and students within the scope of public educational democratic management bodies, emphasizing exclusionary aspects that tend to highlight perspectives of innovation, proactivity and / or success. Conceptual argumentation is used to problematize the analytical categories that emerged from this process, namely: necessity, tranquility and ease. The discursive category of "necessity", is sustained both from individualist speeches, as "I need to graduate", and collectivists: "important to do what is possible". The “tranquility” category, on the other hand, comes with a speech that assumes familiarity with the tools and the remote model: “it's intuitive”, “just use it”, “the platform has always existed, everyone should use it and know how to use it.”. And finally, the “ease” category, which is based on generalization without knowing the cause, translated into phrases such as: “but everyone has a cell phone nowadays”. It concludes by questioning the validity of the arguments by exasperating exclusion factors instead of mitigating them.