GOOD ADMINISTRATIVE-PEDAGOGICAL PRACTICES THAT CONTRIBUTE TO THE PERFORMANCE OF BRAZILIAN PUBLIC SCHOOLS IN CRISIS CONTEXTS: EXPERIENCES IN BRAZIL, THE USA AND ENGLAND DURING THE COVID-19 PANDEMIC

GOOD ADMINISTRATIVE-PEDAGOGICAL PRACTICES THAT CONTRIBUTE TO THE PERFORMANCE OF BRAZILIAN PUBLIC SCHOOLS IN CRISIS CONTEXTS: EXPERIENCES IN BRAZIL, THE USA AND ENGLAND DURING THE COVID-19 PANDEMIC

The COVID-19 pandemic has represented one of the greatest challenges ever faced by education systems worldwide, further exacerbating existing inequalities and disproportionately affecting students from more vulnerable families. In this sense, understanding the entire context related to the latest health crisis and seeking to understand how education systems in different parts of the world prepared for isolation becomes vital so that developing nations can prepare for the next crisis in a more serene and productive way for their students. Thus, the objective of this research is to propose a set of good administrative-pedagogical practices that contribute to the performance of schools in crisis contexts. Based on a comparative analysis of public schools in Brazil, the USA and England, the study uses a mixed methodological approach, combining elements of quantitative and qualitative research, such as document analysis, econometrics, Data Envelopment Analysis (DEA), multiple case studies and surveys. Ultimately, the research aims to offer a reference methodology that can guide managers, teachers and policy makers in promoting more robust and inclusive public education during crises.