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RED:  Raise awareness and stress the importance of quarantine/'lockdown' policies and practices .

Explanation: Given that the return of classes might increase the number of infections, hospitals and health care institutions will not be able to meet the demands for all potential cases, especially people at risk and the social vulnerable.

Actions:
Government: invest in research;
Drawback: tax revenues are low; investing in research would force governments to redistribute money from other areas, such as social.

Add  sanctions and penalties for people who disrespect quarantine policies
Drawback: it would limit people's liberty and it could impact people's economic lives.

Civil Society: Raise people's awareness on how dangerous/harmful/infectious   the virus can be by presenting data, and encourage people to stay  home, as much as they can.
Drawback: it could make people more anxious/fearful.

Limit the number of people in stores and commerce at large and encourage costumers, whenever possible, to shop online.

Allow costumers to (re)negotiate their debts should they be unemployed during the pandemic, with no interest.
If people do not know how to properly manage their budget, this might lead to a even bigger debt.

- Research
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Key concern: Health

PURPLE: Social inequality/Vulnerability  (JHU)

Explanation: We live in an increasingly unequal society, where poverty abounds and so do the lack of equal opportunities and rights. School is the privileged space in which children are welcome, educated and can be emotionally and physically nurtured, away from violent spaces.

Overall action: Make sure families and their children have access to education and social aid, so as to ensure their well-being.

Actions

Government - Increase the number of social welfare programs that provide families with their basic needs and guarantee quality basic education to children and teenagers.

DB – If the State is the responsible for providing poor families with their needs, they may not seek for a better life, therefore the social inequality between rich and poor will only increase.

Society at large – Bring families, communities and schools together in order to deal with local problems (food, education, access, violence) in a situated manner.

DB – The right to education may come to be seen as an individual choice, thus allowing the government to reduce their spending and redirecting the investment to the private sector.

Civil society – Mobilize educational professionals and families to articulate their specific demands, raise vulnerable families’ awareness about their rights and voice these concerns to the State, the media, the private sector and the like.

DB – The general public may not understand the complexity of the problem and think they will be charged heavier taxes for something they do not have access to.

Private sector – Allow customers to (re)negotiate their debts should vulnerable families be unemployed during the pandemic.

DB – If people do not know how to properly manage their budget, this might lead to an even bigger debt.

Private sector - Promote campaigns to distribute quality food to schools and to poor families.

DB – The distribution of food is necessary, but does not address the root of the problem it is trying to solve, which is social inequality.

NGOs – Offer students – children and adolescents – arts, educational and professional programs aimed at fostering opportunities for the more vulnerable and preparing them to be critical citizens able to  enter university, the job market or an alternative future.

DB – As an NGO, this action would benefit only a few families.

Key concern:

BLUE: Learning process/experiences (ISA)

Explanation: Most parents understand teaching and learning as the delivery of content that takes place in school. Not having children in the traditional school environment leads them to think their children are not learning, thus, that the period they have been at home was useless in terms of formal education.

Overall action: Establish constant contact between school and parents in order to provide assistance and opportunities for dialogue, aiming to re-evaluate and redefine teaching and learning practices.

Key concern: Learning process/experiences

Actions and drawbacks

1 Schools and universities working on the training of in-service teachers in a continuous and regulated base, so that their understanding of teaching as content delivery also changes

Drawback: this might entail change in the beliefs and practices of the entire system in schools and universities in the first place, as many of them might theoretically understand teaching as more than content delivery, but their practices tend to show the opposite

2 Schools holding group meetings with parents and students once or twice a month in order to talk about progresses and difficulties

Drawback: this would demand availability from parents and teachers, whose workload would increase even more

3 Schools encouraging parents to read on the topic of teaching and learning, as well as to watch seminars and webinars on the topic

Drawback: this would require longer hours for study, which some parents do not have available. Besides that, some of them might offer resistance for not feeling prepared or willing to deepen their knowledge on the topic

4 Parents sparing some time to monitor and dialogue with their children about their learning experiences in order to have a perspective of what takes place in the learning environment
Drawback: some parents work long hours and don't have time, or/and the emotional availability and disposition to do such close monitoring.

GREEN/YELLOW: Provide/invest in proper infrastructure to allow students/teachers and school staff to resume activities, respecting the health guidelines.

Key concern: lack of infrastructure; security

Actions:
Government crating aids to help institutions (public and private)

Explanation: (LEO)
The end of the COVID-19 pandemic remains unknown. Restrict stay at home policies are affecting students academically and emotionally, due to the lack of human contact. Thus, the ones who advocate for this option, argue that we must invest in proper infrastructure and logistics to the reopening of schools. This measure would provide students with the resources (human and material) they need in order to develop their social and intelectual skills.

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Social inequality / social security and well-being

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Social inequality / social security and well-being

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Many students around Brazil need schools not only because of formal education, but also because of social aid. There are too many disrupted homes where students are abused in many ways. Schools are like havens for those students.

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In English lessons keeping some distance can be especially problematic to the advance of the lesson as it’s common that students do lots of speaking activities together.

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Learning process / quality of Education (seen as not only content delivery)

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Learning process / quality of Education (seen as not only content delivery)

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It is part of students’ learning to be in contact with the teacher and with each other. We have to make sure this contact is maximized. Even though they might not be as close as they used to be, at least they can benefit from looking into each other’s eyes, listening to each other’s voices and discussing ideas together, in real time, in a real classroom;

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Learning process and the different learning styles of students

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Learning process and the different learning styles of students

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Many students don’t have the focus or the motivation to study online, synchronously or asynchronously. The current setting represents great losses to their learning process;

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Well-being of children/impact on children's learning experiences

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Well-being of children/impact on children's learning experiences

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Young learners (about 4-7 years old) need to move around, interact and be close to each other even more than the others. A lesson with so many restrictions could cause a reverse effect – instead of making them motivated and engaged, it could make them annoyed and unwilling to participate;

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Lack of technology/social inequality/missing the content

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Lack of technology/social inequality/missing the content

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Many students don’t have access to the technology necessary to support their learning experiences. Even though the government in Paraná has used regular TV to exhibit lessons to students, it is not enough. Going back to school will guarantee these students are in class and that they have access to content;

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There is not certainty as for when a vaccine will be available. Waiting for it to happen instead of starting to adapt to the new context will only delay things;

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Health/Logistics/Lack of awareness on the topic of prevention 

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Health/Logistics/Lack of awareness on the topic of prevention 

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There is a low chance that agglomeration can really be avoided in schools. For a school to be open and running with enough students to make at least a small profit, there has to be a considerable number of students. Besides that, students need to use school facilities. It is very hard to control where students go, what they’ll touch, how close they’ll be to each other and so on;

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Agora, eu também me preocupado com quem voltou a trabalhar e não tem com quem deixar as crianças. A Magali, mãe do Pedro mesmo, ela é mãe solteira e não tem família aqui em Jaú. Daí, ela leva o menino pro trabalho, mas é arriscado. Às vezes até peço pra ela trazer aqui pra ele ficar brincando com o Arthur, fico com dó dele, judiação. 

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Groups of students will need to be smaller because classes are not big enough to allocate everyone and still keep a number of 15-20 students (here we’re considering a big English class group at a private institute. The number is much higher at regular schools). Thus, a group with 20 students split in half will demand that two teachers be available, which brings more costs for the school to keep its doors open;

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Eu sou totalmente contra a volta. É homicídio. As crianças não sabem se cuidar, vão contagiar elas, os professores, famílias. Não é a hora de voltar.

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Minha preocupação é com a saúde de todos, né?! Eu não aguento mais o Arthur o dia inteiro aqui em casa, mas se a escola desse voltasse hoje, com esse número de infectados na cidade, eu não teria coragem de mandar ele pra escola. Difícil né?

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It implicates respecting a range of restrictions, such as wearing a mask, keeping a 1 or 2 meter-distance from each other, changing the timetables of groups so that there is no agglomeration at the gates of the school;

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There is not enough research about the virus in children’s bodies, which leads to the unavailability of enough information about how the virus can react among children if there were a mass contamination of children at schools;

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Parents need to 'develop' teachers skills /Students missing 'school year'./content  

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Parents need to 'develop' teachers skills /Students missing 'school year'./content  

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Eu fico com medo das crianças perderem o ano. A Sofia está tendo aula na escola dela, que é uma escola boa e tal, mas daquele jeito, a gente que tem que dar o conteúdo pra ela baseado no que os professores mandam. Não sei se todos os país fazem isso, se eles têm paciência, se ensinam. É um ano perdido, pelo menos em termos de conteúdo. 

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Keywords: Security/Well

Eu tô me desdobrando em 5 pra dar as aulas online, mas ainda sim prefiro ficar assim que me arriscar e arriscar os meus meninos. Eu tenho muitos alunos, muitos são carentes e não teriam condições de lidar com esse vírus. E além do mais, se eles pegam o vírus, podem passar pras mães, pros avós. Vamos triplicar os números de contágio.

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Lack of infrastructure for reopening the schools. 

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Lack of infrastructure for reopening the schools. 

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Como professora, eu acho muito arriscado. As escolas não tem as condições de seguir todas as instruções e orientações de segurança. Você viu como é na CHina? As crianças são praticamente ‘desinfectadas’ antes de entrar. A gente não consegue fazer isso aqui. No máximo vamos ter termômetros digitais, que não garantem muita coisa. Sem contar que as crianças vem em vans, ônibus lotados, é difícil ter o controle. Eu me sinto muito insegura com essa situação.