Crises, no matter how severe they may be, ultimately reveal a positive side by encouraging the adoption of new approaches to problem-solving. In the case of education, the social isolation that forced educational institutions around the world to suspend in-person classes as a preventive measure against the spread of the novel coronavirus, technology-mediated learning, and remote learning solutions proved to be effective ways to address urgent needs.

"Let’s take this opportunity to learn how technology can bring people together, develop 21st-century skills, and enhance learning for children and young people. Right now, skills such as empathy, solidarity, and cooperation are at the forefront. Why not take this opportunity to develop them and build healthier, more compassionate relationships?" suggests Maria Alice Carraturi, director of content at Bett Educar.

"Distance learning was the solution that offered methodological approaches that could be incorporated by institutions traditionally focused on in-person instruction, thereby enabling the continuity of academic activities," acknowledged Rogério Teixeira, director of the Distance Education Study Group at the Paula Souza Center (GEEaD/Cetec). For this to happen, however, educational administrators had to adopt an entrepreneurial mindset. This enabled many institutions to assess the current situation and project scenarios regarding the benefits and costs of this decision.

"At Concept School, the team we had been consistently investing in was the one that, within 48 hours, brought the virtual school to life, with 100% of the school community effectively connected to our online learning platform. That same team was available to parents and students for endless hours, day and night, supporting the transition from in-person to virtual learning, answering questions, listening to concerns, teaching families how to use the tools, and gathering feedback for the next phase of implementation,” said Priscila Torres, general director of Concept School.

Find out what seven leading Brazilian executives think about the future of education

Some countries, such as Austria and Denmark, are already reopening schools. As this issue went to press, France was already beginning to prepare for a gradual resumption of in-person school activities. But the prospect of schools reopening their doors anytime soon is dimming in many other countries. We spoke with experts from the Brazilian education sector about the key lessons learned from this crisis management experience. Find out what school administrators identify as the most important lessons learned, and what they envision for the future of education in the post-pandemic era.

"During this pandemic, the importance of socialization has become evident, as has the vital role schools play in providing this opportunity to students. Our feedback surveys clearly confirm this observation from both parents and educators. Many of our students ask their parents to at least drive or walk past the school so they can see the physical space and still feel like they belong on our campus. Looking ahead, we believe that ‘Digital Fluency’—which has always been a hallmark of Concept School—is here to stay, and that students will need to learn what the OECD defines as transformative skills, which are essential for navigating the present and succeeding in their future careers. We also anticipate that the hybrid model of education—combining online and in-person learning—will become part of our reality as needs arise due to new pandemics, the need to optimize time and space, or for other reasons.”

Priscila Torres, Director General of Escola Concept

"Our team really appreciated the fact that they were technologically prepared to handle this unexpected situation. In fact, one teacher even shared how grateful she was for the school’s encouragement to attend Bett Educar last year and visit the ‘Classroom of the Future’ set up at the Microsoft booth at the fair. Also vital during the pandemic has been the constant collaboration and cohesion of the entire team, which prepared for this necessary transformation in a matter of days. The greatest challenge in the very near future, as we resume in-person activities, will be to reconcile and balance the teaching and learning needs of the portion of the class whose parents are already comfortable sending their children to school and the portion whose parents prefer to keep their children at home for the time being. Our mission will be to find the right balance to make education happen in this scenario."

Silvia Scuracchio, educational director at Escola Bosque

"There is a lot of talk about Education 4.0, but very little actual practice of Education 4.0! It is not this current intensive use of ICTs in remote classes that will drive its widespread adoption, but rather the legacy of this shift in teaching approach that is being practiced today. The teacher, necessarily—and I say this based on my experience of more than a decade in distance education—will have to be a learning mediator who fosters the creation of an integrated and collaborative environment among people who are physically distant from one another. This role—which is not always fully realized in our “established” educational environment—combined with careful reflection on what was actually achieved in terms of learning outcomes during this period, will bring us closer to a model that adequately meets our current and future needs.”

Rogério Teixeira, director of the Distance Education Study Group (GEEaD/Cetec)

"It is worth highlighting the importance of communication among teachers, coordinators, and school administrators, as well as between these groups and students and their families during this pandemic. I believe that all the technological and strategic lessons learned will be put to good use when we return to in-person learning. In a way, this isolation has accelerated changes that schools were already implementing—not only in terms of technology, but also in making students increasingly the protagonists of their own learning. In-person time at school will be valued much more highly, and we will move more quickly to transform these moments into genuine learning experiences, with teachers acting more as mentors and students becoming much more involved and active in the process. It will become increasingly clear what is essential to discuss in person and what can be studied individually, using every possible resource—especially technological ones."

Mayra Ivanoff Lora, academic director at Colégio Bandeirantes

"Management became even more decentralized; so many changes in such a short time required extensive dialogue and quick, assertive responses to uncertain scenarios. It’s almost a paradox! There is an important legacy for the school—especially for students and teachers—which is the intentional use of technology to solve problems in the service of a pedagogical process that seeks quality and, above all, brings the key stakeholders in education—teachers and students—closer together. There are other benefits as well when it comes to collectively reflecting on practices and processes."

Valdenice Minatel Melo de Cerqueira, Director General of Education at Colégio Dante Alighieri

"Given that, as the pandemic unfolded, school districts and schools had very little time to revise their strategies, we learned that it is possible to make major changes in relatively short periods of time. Immediately after the pandemic, there will certainly be significant changes in education, both in how schools are organized and in their pedagogical work. To prevent educational inequalities from worsening, it will be essential to provide intensive support for remedial instruction and academic recovery, to promote learning for all and to prevent an even greater increase in grade repetition or school dropout rates. One long-term effect that can be expected is the increased use of digital resources for learning, whether during regular classes or as a supplement to in-person classes to promote the recovery and deepening of learning.”

Caetano Pansani Siqueira, coordinator of the Pedagogical Coordination Office of the São Paulo State Department of Education (SEE-SP)

"As a manager, one of the most important lessons I’ve learned right now is the idea that we must act quickly and base our decisions on reliable analyses of possible scenarios, grounded in proven scientific data or intuition. Proactively and assertively anticipate official directives—such as the implementation and extension of social distancing measures—so that your community of families, faculty, and staff can trust your leadership. In this crisis, which has proven to be more than just a public health crisis—but also a social, economic, and symbolic crisis—the administrator must act as a leader so that their decisions are understood as being in the best interest of the children, their families, and their staff. Create a vision for the school so that everyone can be reassured that the crisis will pass, that it is temporary, and that everything being done is a way to keep the school alive without creating unnecessary stress in every respect: educational, academic, and financial. On the other hand, make it clear that you believe that sacrificing a little during the crisis will allow for greater institutional and community continuity in the future."

Gisela Wajskop, founder and director of Escola do Bairro