<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682024000201209</article-id>
<article-id pub-id-type="doi">10.22235/pe.v17i2.3838</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias educativas de emergencia implementadas en colegios en el contexto de COVID- 19: Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Emergency Educational Strategies Implemented in Schools During the COVID-19 Context: A Systematic Review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias educativas de emergência implementadas em escolas no contexto da COVID-19: Revisão Sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiroga-Acero]]></surname>
<given-names><![CDATA[Felipe-Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Antonio Nariño  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682024000201209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682024000201209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682024000201209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta revisión sistemática emplea la metodología PRISMA para abordar las estrategias educativas implementadas durante la pandemia de COVID-19 desde 2020 hasta el primer semestre de 2023. El objetivo principal es analizar las estrategias educativas que surgen como respuesta a la pandemia, considerando aspectos como impactos, obstáculos y oportunidades. En total se analizaron 67 artículos científicos obtenidos de las bases de datos Scopus y ERIC. Los resultados de la revisión revelaron tres categorías principales de análisis. La primera gira en torno a las estrategias educativas de emergencia, la segunda aborda las barreras y brechas de aprendizaje, y la tercera desarrolla la pérdida de aprendizaje causada por el cierre de las escuelas. La revisión reconoce la labor docente y los logros obtenidos gracias a las adaptaciones realizadas durante la pandemia. Sin embargo, también se encontró una relación negativa en la salud mental de docentes, familias y estudiantes debido a los encierros, así como la profundización de desigualdades. Además, se evidenció la falta de preparación de la sociedad para afrontar crisis educativas. Se subraya la necesidad de investigaciones futuras enfocadas en comprender la relación entre las estrategias implementadas, la pérdida de aprendizaje y los resultados académicos]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This systematic review uses the PRISMA methodology to examine educational strategies implemented during the COVID-19 pandemic from 2020 to the first half of 2023. The primary objective is to analyze the strategies developed in response to the pandemic, focusing on their impacts, challenges, and opportunities. A total of 67 scientific articles from the Scopus and ERIC databases were reviewed. The findings reveal three main categories of analysis: the first focuses on emergency educational strategies, the second addresses learning barriers and gaps, and the third examines learning loss caused by school closures. This review acknowledges the efforts and achievements of educators who adapted during the pandemic, while also identifying negative effects on the mental health of teachers, families, and students due to lockdowns, as well as the deepening of educational inequalities. The review also highlights society&#8217;s lack of preparedness for managing educational crises. Future research is recommended to explore the relationship between implemented strategies, learning loss, and academic outcomes]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esta revisão sistemática utiliza a metodologia PRISMA para abordar as estratégias educativas implementadas durante a pandemia da COVID-19, desde 2020 até ao primeiro semestre de 2023. O principal objetivo é analisar as estratégias educativas que surgiram em resposta à pandemia, considerando aspectos como impactos, obstáculos e oportunidades. No total, foram analisados 67 artigos científicos obtidos nas bases de dados Scopus e ERIC. Os resultados da revisão revelaram três categorias principais de análise. A primeira gira em torno de estratégias educativas de emergência, a segunda aborda barreiras e lacunas no aprendizado e a terceira desenvolve a questão da perda de aprendizagem causada pelo fechamento de escolas. A revisão reconhece o trabalho docente e os ganhos obtidos com as adaptações feitas durante a pandemia. No entanto, também foi encontrada uma relação negativa na saúde mental de docentes, famílias e alunos devido ao isolamento, assim como o agravamento das desigualdades. Além disso, foi evidenciada a falta de preparo da sociedade para enfrentar crises educacionais. Destaca-se a necessidade de pesquisas futuras voltadas para a compreensão da relação entre as estratégias implementadas, a perda de aprendizagem e os resultados acadêmicos]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="pt"><![CDATA[estratégias educativas]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
</kwd-group>
</article-meta>
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