Abstract:

The crisis imposed by SARS CoV2 at the beginning of March 2020 was a cause of great upheave in the social, political, economic, public health and education structure. As a way to prevent the spread of the virus, restrictive measures were implemented, in multiple instructional schools’ paradigms at the level of the educational, pedagogical and organizational dimension. The aim of the study aims to understand the impact of public policies on groupings of schools in the 2nd Cycle of Basic Education with explicit programs for innovation. The research is based on a holistic view of the educational model and metamorphoses at the digital, organizational, cultural, pedagogical and technological levels. In order to give greater scope, we will analyse the dynamics implemented in school contexts with innovative environments and promoters of success that do not strictly enrol in the Learning Recovery Plan 21/23 School +, trying to reduce the negative impacts of this grey period, looking at success, inclusion and citizenship. With the research we intend to answer the questions: How did public policies be carried out in innovative schools during the pandemic period by COVID 19? What political and pedagogical orientations will allow the process of recovery of learning in the post-pandemic period to be directed? Given the nature of our research object, we opted for a tending qualitative methodology combining semi-structured individual interviews with management bodies, which took place between February and June 2022.

To ensure greater accuracy and depth of results, the macro, meso and micro-level scenarios for the planning process will be considered.

Keywords:

Public policies, education policies, COVID-19, innovation.