LEARNING RECOVERY AS A PUBLIC POLICY: IMPLEMENTATION CHALLENGES AND IMPACTS ON EVERYDAY SCHOOL LIFE

Abstract

Learning recovery has emerged as a response of educational public policies to the gaps accumulated in teaching and learning processes, intensified by structural inequalities and recent crisis contexts. In this scenario, understanding its implementation challenges and its impacts on everyday school life becomes essential to analyze the effects of these policies on pedagogical practices, educational management, and teachers’ work. The approach adopted in this research is qualitative in nature, as it is appropriate for analyzing educational public policies and their effects on school daily life. To carry out this study, two complementary research methods were used: bibliographic research and documentary research. The general objective of this research is to analyze learning recovery as an educational public policy, identifying the main challenges of its implementation and the impacts produced in everyday school life, especially in pedagogical practices, educational management, and the organization of teachers’ work. The research showed that when treated as a public policy, learning recovery advances, but it also reveals limits that need to be addressed.