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Jorge Ascenção, president of the Executive Council of the National Confederation of Parents ‘Associations (CONFAP), made clear on Monday the opposition of parents to a teachers’ strike at the beginning of the school year as promulgated by the National Federation of Teachers (FENPROF). . “We have a social responsibility and all families are working and I do not see this as a solution to the problem of the Covid pandemic …”, he said.
In a press conference that brought together parents, schools and teachers – in addition to CONFAP, the FNE (National Federation of Education) and ANDAEP (National Association of Directors of Public Groups and Schools) also participated – Jorge Ascensão considered it essential to “assume that the school is not a world apart ”, so it would be good if we made an effort to continue what has been…. “I think we should consider all these decisions well, considering what the consequences of the decisions we make are,” he said.
The parent representative admitted that “it is not easy to be 50, 60, 70 minutes with a mask to attend a class or give a class”, so, he said, it would be good if the breaks were dynamic.
The president of CONFAQ admitted that it will be very difficult for a case not to occur within schools. It would be a miracle. “For us – he stressed – it is really important to understand the guidelines, how it will be …” Given the uncertainties, which are many, Jorge Ascensão expressed collaboration – “We are very collaborative so that everything works. The vast majority of families are confident, expectant and, above all, they want everything to go well … we are talking about our children, but obviously while we do not understand well what is happening, neither in the General Directorate of Health nor in the Ministry . Education, whether in the schools themselves, we know that it is not the best of all worlds, we are prepared, but we want to be sure and sure that it is perfectly controlled ”.
FNE, CONFAP and ANDAEP converge on the fundamentals: “it must be in each school that its professionals must adapt these measures to the concrete reality of each one, in dialogue with the respective communities, within the generic framework that must be established centrally.”
In an extensive list of measures and solutions advocated by the three organizations, we highlight the one that concerns special education students. “Taking into account the criticality of their isolation,” the three entities propose that “measures should be taken with schools so that therapies and special education are maintained in a face-to-face and safe way.”
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