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In our contribution, we will raise some questions for a potential research agenda on unschooling, with reference to the extent to which unschooling can be a viable decolonising practice, as opposed to a culture of education in which schooling is interpreted as a coercive, oppressive, market-oriented, uncritical act. We will ground our discussion upon some insights of a recent mixed-methods study conducted in Italy, shedding light on the prevalence of unschooling within the realm of home education (HE). While unschooling functions as an influential aspirational benchmark within Italian communities, HE parents included in the survey study (n=91) predominantly described their approach as "semi-structured", with regard to instructional scheduling and design (Chinazzi & Fensham-Smith, forthcoming). Qualitative data further suggest that, despite the widespread influence of unschooling principles (notably associated with John Holt), the actual practices of these families are often the result of a compromise between their pedagogical ideals and situational considerations. Their decision-making processes are influenced by intrapersonal, interpersonal, and pragmatic factors that tend to compel them towards a relatively more structured and formalised approach. Recurrent rationales include the perceived difficulty in navigating the paradigmatic shift that this approach would entail and concerns about adequately preparing children for assessments, facilitating their transition to formal educational settings, and integrating them into broader societal contexts. These insights illuminate potential constraints, as perceived and reported by home-educating parents and their positioning, to the implementation of the unschooling approach. However, the theoretical and empirical scholarship on these topics is still in its infancy; many questions remain unanswered regarding the conceptualisation and practice of unschooling (in Italy and beyond). Relevant questions to be addressed furt

Le istanze critiche verso la “forma-scuola tradizionale” (Massa, 1997), mosse sia all'interno che all'esterno del sistema educativo, alimentano spazi immaginativi e riflessivi intorno a presupposti, scopi, contesti e modalità dei processi di istruzione/educazione. In questo dinamico panorama, l'Istruzione parentale con il suo “vocabolario emergente” (Pellegrino, 2019; Rorty, 1989), tra cui homeschooling, unschooling, scuole parentali e world-schooling, contribuisce a questa costante tensione dall’alto potenziale trasformativo per l’intero sistema educativo. Nell’attuale contesto socio-culturale caratterizzato da ubiquità dell’istruzione formalizzata, l’istruzione parentale emerge come una “nuova” frontiera educativa, fondata sullo stesso impianto valoriale della “schooled society” (Baker, 2014) e allo stesso tempo capace di aprire delle crepe nella sua liturgia. Lo scenario contemporaneo dell’istruzione parentale presenta una complessità interna, in modo non dissimile a quanto testimoniato dalla letteratura internazionale sul “contemporary homeschooling” (Cheng & Hamlin, 2023). Un mondo, solo superficialmente omogeneo (Rothermel, 2003), in cui gli impianti ideologici e valoriali si complessificano e diventano sempre più sfumati, mentre la casa (home) perde la sua centralità nelle pratiche educative a favore di una grande varietà nella combinazione di modalità, luoghi (virtuali e in presenza fisica), strategie e strumenti. Nel contesto italiano l’istruzione parentale si può descrivere come un “ghost right” (Bongrand, 2016) in quanto modalità legale di assolvimento del diritto/dovere di istruzione poco conosciuta dalla popolazione e dotata di scarsa legittimazione sociale. Si presta, laddove riconosciuta, a controversie e alla costruzione di opinioni polarizzate riconducibili a un processo di othering (Pattison, 2015; 2018) che frequentemente si instaura, reciprocamente, tra “scuola” e istruzione parentale. Come esito di questo processo, l’istruzione pare

L'istruzione parentale, una modalità di assolvimento dell’obbligo di istruzione in cui i genitori o tutori legali si prendono in carico la formazione dei propri figli, ha riscontrato un notevole aumento di interesse, in particolare a seguito della pandemia da Covid-19. Nonostante l’evidente crescita del fenomeno, l’attenzione dei ricercatori risulta per ora limitata nel contesto italiano. La tesi si basa su un progetto condotto nell’ambito di un dottorato in Educazione, nel periodo compreso tra novembre 2020 e gennaio 2024. Un approccio a metodi misti a priorità qualitativa viene adottato per esplorare la scelta genitoriale dell’istruzione parentale in Italia, attraverso osservazioni etnografiche, interviste semi-strutturate (n=25 partecipanti) e questionari rivolti a genitori (n=91) e a informatori privilegiati (n=50). Integrando prospettive emiche ed etiche, lo studio ha indagato le principali motivazioni dei genitori, gli aspetti ricorrenti nelle narrazioni delle loro esperienze, e le diverse concettualizzazioni dell’istruzione parentale nell’Italia post-pandemia. La restituzione dei risultati approfondisce aspetti relativi a “divenire”, “essere” e “appartenere” come 'home-educator' in Italia. I risultati principali della ricerca confermano che l’istruzione parentale non è un’entità omogenea, bensì un fenomeno complesso, in costante cambiamento, e dunque sfuggente. Le motivazioni genitoriali sono diverse, sfaccettate e spesso molteplici, tra cui spiccano motivi di natura pedagogica e sociale, questioni legate al vivere e concepire la famiglia, nonché alla contingenza pandemica. I partecipanti hanno messo in luce le criticità che attribuiscono ai contesti scolastici tradizionali, enfatizzando al contempo gli aspetti intrinsecamente positivi che associano all’istruzione parentale. Per molte famiglie, inoltre l’esperienza pandemica ha agito come catalizzatore, spingendoli a questa decisione. In Italia coesistono attualmente diverse forme di istruzione parenta, Home education, a form of educational provision in which parents or guardians take on the responsibility of instructing their children, has experienced a significant rise in popularity, also catalysed by the Covid-19 pandemic. Despite the marked increase in the home-educated population, scholarly attention in the Italian context remains limited thus far. This thesis reports on a research project conducted within the framework of a doctoral programme in Education spanning November 2020 to January 2024. The research design employs a qualitatively driven mixed-methods approach to explore this parental choice in Italy, where it is referred to as “istruzione parentale”. It integrates online and offline ethnographic fieldwork, semi-structured interviews (n=25 participants), and surveys with home-educating parents across the country (n=91) and key informants (n=50). By combining emic and etic standpoints, the study explored the prevailing parental motivations, the patterns in their reported experiences, and the diverse conceptualisations of home education in post-pandemic Italy. The description of findings delves into the dimensions of “becoming”, “being”, and “belonging” as a home-educator in Italy. The key findings support the claim that home education is not a monolithic entity but a complex, shifting, and hence elusive phenomenon. Parental motivations to home-educate are diverse, multifaceted, and often overlapping, among which pedagogical, social, family-based, and pandemic-related rationales emerged as prevailing. Participants underscored the perceived shortcomings of mainstream schooling, while emphasising the positive affordances of home education. Moreover, the pandemic experience acted as a catalyst for many families, pushing them to the decision. Diverse arrangements of “istruzione parentale” coexist in Italy, spanning a continuum from parent-led practices to collective initiatives overseen by delegated professionals. Furthermore, participants reported a variety

El homeschooling, o educación en el hogar, es una opción educativa que ha ganado interés y relevancia en muchos países, incluyendo España y Portugal. Esta forma de educación se basa en que los padres asumen la responsabilidad de enseñar a sus hijos en el entorno familiar, en lugar de enviarlos a una escuela convencional. Sin embargo, la aceptación y regulación del homeschooling difieren entre estos dos países ibéricos. Tras entender el funcionamiento de este método, se ha realizado un estudio comparativo de la situación del homeschooling en España y Portugal, examinando los aspectos legales, sociales y educativos involucrados. En este trabajo aparecen las diferencias en el reconocimiento legal, las regulaciones aplicables, las motivaciones de las familias, los recursos disponibles y las perspectivas sociales sobre el homeschooling en ambos países. Además, de los desafíos y oportunidades que enfrentan las familias que optan por esta opción educativa, así como las posibles implicaciones para el desarrollo y bienestar de los niños., Grado en Educación Primaria

Elective home education has become an international trend characterized by considerable public controversy and much legal fragmentation. Issues related to whether it should be permitted and how it should be monitored are currently being debated in many countries. Homeschooling regulation seems to have become a “wicked problem” with no definitive solution. A case has been made for moving beyond the polarization that tends to label it as either intrinsically good or inherently bad. By drawing its foundations from a UNESCO report published in 2021, this conceptual study is meant to be a contribution to the discussion about the social and legal legitimacy of homeschooling through the delineation of a tenable “social contract for home education”. It has been argued that in light of this social contract, homeschooling should neither be banned nor unregulated. Hence, a shift of perspective is being encouraged to include home educators in a pluralistic dialogue on the future of education towards policy decisions that are sensitive to this complexity.

Alternative Pedagogies have been associated to the construction of a form of education involving the rethinking of educational practices through collective, dialogical, horizontal and emancipatory creation. However, this study aims at analyzingthe validity of this category, as it is often subject to multiple interpretations and perspectives, and therefore, assumed to be intersected by polysemy and heteroglossia. Hence, it is necessary to contextualize this category in a socio-historical and political situation so as to avoid its use as mere rhetoric or conceptual mirage.The methodological strategy used in this study involves analyzing recent documents of Argentina and educational policies of San Luisprovincethat propose innovation processes to update an outdated educational system with the new skills required by the world of work for economic development. This analysis is conducted using discourse analysis and a social historical framework to understand the context of the capitalist crisis since 2008, exacerbated by the COVID pandemic. The study focuses on three reforms: homeschooling, educational financing through school vouchers, and generative schools. The analysis reveals that these educational reforms are founded on a conservative modernization process that hides neoliberal reforms, with efficientist, neuroscientific, and moralizing features. This process is sustained under the new/traditional dichotomy, and it is framed within a market Escolanovism approach that is presented through a language typical of business management., Las Pedagogías Alternativas se han vinculado con la construcción de una educación propia definida como el replanteamiento de la educación por parte de las mismas comunidades y actores involucrados desde una creación colectiva, dialógica, horizontal y emancipadora. Sin embargo, uno de los principales objetivos de este trabajo se basa en dilucidar sobre la vigencia de aquel sentido. Por ello, se advierte como supuesto de anticipación que esta categoría está atravesada por la polisemia y la heteroglosia. De allí que devenga un ejercicio necesario su situacionalidad sociohistórica y política para sortear su empleo como mera retórica o espejismo conceptual. Como estrategia metodológica se parte del análisis de discurso de algunos documentos recientes referidos a políticas educativas de Argentina y de la provincia de San Luis que han planteado procesos de innovación frente a un modelo educativo que se presentaría desfasado de las nuevas competencias exigidas por el mundo laboral para lograr el desarrollo económico. Este ejercicio conlleva, asimismo, la situacionalidad histórico social de estos intentos de reforma en el marco de la crisis capitalista desencadenada desde 2008 y agudizada por la pandemia de COVID. El análisis se detiene en tres reformas: la enseñanza domiciliaria o homeschooling, el financiamiento educativo a través de los bonos escolares o school vouchers y las escuelas generativas. Entre las conclusiones, se sostiene la emergencia de un proceso de modernización conservadora que esconde reformas neoliberales, de rasgos eficientistas, neurocientíficos y moralizantes bajo la dicotomía nuevo/tradicional. Los casos analizados se enmarcarían dentro de un escolanovismo de mercado que es presentado a través de un lenguaje propio del ámbito de la gestión empresarial.

We analyzed the threats of the "conservative" movements that materialized in the approval by the House of Representatives of Bill 3.179 of February 08, 2012, which provides the possibility of offering Basic Education at home. This allows fathers, mothers, and legal guardians to educate children at home without constituting a crime of intellectual abandonment. It was found that the prominent conservative wave, from 2014 on, is based on disqualifying Freirian thought, intervening in the pedagogical and curricular perspective arising from the struggle of social movements. Furthermore, we investigated the documentary bases of the Ministry of Education, such as the booklet "Homeschooling: a human right of both parents and children," which presents homeschooling as a type of education directed by parents aiming at the full development of the person, their preparation for life, the exercise of citizenship, and qualification for work. Thus, we resort to the manifestations of Brazilian educational entities committed to public, lay, critical, reflexive, and inclusive education to ratify how the "conservatives" have been insistently removing social rights through their actions in educational policies. Finally, we reinforce that the proposal hurts the constitutional right to education when it grants lay parents the task of educating their children at home, thus removing from the State the obligation of democratic education for children and young people., Analisamos as ameaças dos movimentos “conservadores” materializadas na aprovação pela Câmara dos Deputados, do Projeto de Lei 3.179, de 08 de fevereiro de 2012, que dispõe sobre a possibilidade de oferta domiciliar da Educação Básica. Com isso, permite que pais, mãe e/ou tutores e tutoras legais eduquem crianças em casa, sem que isso configure crime de abandono intelectual. Constatou-se que a onda conservadora proeminente, a partir de 2014, se baseia na ideia de desqualificar o pensamento freiriano, intervindo na perspectiva pedagógica e curricular advinda da luta dos movimentos sociais. Ademais, investigamos as bases documentais do Ministério da Educação, como a cartilha “Educação Domiciliar: um direito humano tanto dos pais quanto dos filhos”, que apresenta o homeschooling como uma modalidade de ensino dirigido pelos pais visando o pleno desenvolvimento da pessoa, seu preparo para a vida, exercício da cidadania e a qualificação para o trabalho. Assim, recorremos às manifestações de entidades educacionais brasileiras comprometidas com uma educação pública, laica, crítica, reflexiva e inclusiva para ratificar como os “conservadores” vêm, insistentemente, retirando direitos sociais por meio de suas ações junto às políticas educacionais. Por fim, reforçamos que a proposta fere o direito constitucional de educação, quando se concede aos pais, leigos, a tarefa de educar seus filhos em casa e, com isso, retirar do Estado a obrigação de uma educação democrática para crianças e jovens., Analizamos las amenazas de los movimientos "conservadores" materializadas en la aprobación por la Cámara de Diputados, del Proyecto de Ley 3.179, de 8 de febrero de 2012, que dispone sobre la posibilidad de oferta domiciliaria de Educación Básica. Con esto, permite a los padres, madres y/o tutores legales educar a los niños en casa, sin que esto constituya un delito de abandono intelectual. Se constató que la prominente ola conservadora, a partir de 2014, se basa en la idea de descalificar el pensamiento freiriano, interviniendo en la perspectiva pedagógica y curricular surgida de la lucha de los movimientos sociales. Además, investigamos las bases documentales del Ministerio de Educación, como la cartilla "Educación en casa: un derecho humano de padres e hijos", que presenta el homeschooling como un tipo de educación conducida por los padres dirigida al pleno desarrollo de la persona, su preparación para la vida, el ejercicio de la ciudadanía y la cualificación para el trabajo. Así, recurrimos a las manifestaciones de las entidades educativas brasileñas comprometidas con una educación pública, laica, crítica, reflexiva e inclusiva para ratificar cómo los "conservadores" vienen eliminando insistentemente los derechos sociales a través de sus acciones en las políticas educativas. Finalmente, reforzamos que la propuesta lesiona el derecho constitucional a la educación, cuando otorga a los padres laicos la tarea de educar a sus hijos en casa, quitando así al Estado la obligación de una educación democrática para los niños y jóvenes.

Der Frage folgend, wie sich unterrichtliches Geschehen an seinen Grenzen zeigt, geben wir aus medien- und schulpädagogischer Perspektive Einblicke in Praktiken von Lehrpersonen, Schüler:innen und Eltern während der pandemiebedingten Schulschliessungen in den Jahren 2020 und 2021. Zur Erweiterung und empirischen Sättigung der v. a. quantitativ geprägten Forschungsperspektive auf die ‹Zuhause-Schule› (der Begriff wird von einer der von uns untersuchten Familien verwendet) nehmen wir ethnografisch-rekonstruierend Heim-Arbeitsplätze von Lehrpersonen und das Lerngeschehen im Zuhause der Schüler:innen in den Blick, um die Vorbereitung und Umsetzung von Lernofferten zu beobachten. Wir werfen Schlaglichter auf verschiedene (mediale) Praktiken an der Peripherie von Schule-halten wie Vorbereitungspraktiken von Lehrpersonen, die z. B. Lehrfilme produzieren. Aber auch im Zuhause der Schüler:innen sind adaptierte Praktiken erkennbar: Wir sehen Eltern, die Lernstoff selektieren, reduzieren und alternative Lernwege suchen. Diese Praktiken ordnen wir schultheoretisch betrachtet dem Kerngeschäft von Lehrpersonen zu. Demnach lassen sich Rollendiffusionen erkennen, wenn Eltern zu aktiven (Co-)Gestaltenden der Zuhause-Schule werden. Durch das In-Beziehung-Setzen dieser unterschiedlichen Praktiken an den Grenzen von Schule und damit verbundener ‹Ent-Grenzungsperspektiven› von Unterricht rekonstruieren wir diesen als ein eher fragiles Konstrukt, was die Notwendigkeit differenzierter Konzepte und Beschreibungen mit sich bringt., Following the question of how classroom activities show up at their borders, we provide insights into the practices of teachers, students, and parents during the pandemic-related school closures in 2020 and 2021 from the perspective of media and school pedagogy. In order to expand and empirically saturate the primarily quantitative research perspective on the ‹Zuhause-Schule› (the term is used by one of the families), we ethnographically reconstruct the home workplaces of teachers and the learning environment in students’ homes to observe the preparation and implementation of learning opportunities. We shed light on different (medial) practices such as preparation practices of teachers who, for example, produce educational videos. In the students’ homes, transforming practices are also visible: We see parents selecting and reducing learning material and looking for alternative ways of learning. In terms of school theory, we assign these practices to the core business of teachers. Accordingly, role diffusions can be recognized, when parents become active (co-)designers of the home-school. By relating these different practices to the boundaries of school and the associated ‹de-boundary perspectives› of teaching, we reconstruct it as a rather fragile construct, which entails the need for differentiated concepts and descriptions.

The number of homeschooling families in the United States has rapidly increased since the 1970s, and in particular since the COVID-19 pandemic. This influx of families has brought differing motivations for homeschooling and expectations for curriculum. Online course implementation has been linked to improved self-efficacy, as well as science, technology, engineering, and math (STEM) career selection. The purpose of this transcendental phenomenological study was to understand how homeschool parents utilize online courses as scaffolding to improve self-efficacy in their children as a means of college or career preparation. The theories guiding this study were Bandura’s theory of self-efficacy and Bruner’s scaffolding theory. Participants included 12 homeschool parents who used online courses as curriculum. Data collection consisted of individual interviews, focus groups, and journal prompts. Data analysis utilized Moustakas’ process to include horizonalization, clustering into themes, and synthesis of essences. Five themes emerged from the data, including curriculum choice, communication, ownership of learning, college readiness, and viability. The implications of these findings were determined to be intentionality in online course selection, providing support rather than help, and developing lifelong learning skills. The implications for policy and practice include improving communication within online courses, focusing on the development of study skills, and offering smaller synchronous online courses to better emulate the authenticity of a traditional course.

Alternative Pedagogies have been associated to the construction of a form of education involving the rethinking of educational practices through collective, dialogical, horizontal and emancipatory creation. However, this study aims at analyzingthe validity of this category, as it is often subject to multiple interpretations and perspectives, and therefore, assumed to be intersected by polysemy and heteroglossia. Hence, it is necessary to contextualize this category in a socio-historical and political situation so as to avoid its use as mere rhetoric or conceptual mirage.The methodological strategy used in this study involves analyzing recent documents of Argentina and educational policies of San Luisprovincethat propose innovation processes to update an outdated educational system with the new skills required by the world of work for economic development. This analysis is conducted using discourse analysis and a social historical framework to understand the context of the capitalist crisis since 2008, exacerbated by the COVID pandemic. The study focuses on three reforms: homeschooling, educational financing through school vouchers, and generative schools. The analysis reveals that these educational reforms are founded on a conservative modernization process that hides neoliberal reforms, with efficientist, neuroscientific, and moralizing features. This process is sustained under the new/traditional dichotomy, and it is framed within a market Escolanovism approach that is presented through a language typical of business management., Las Pedagogías Alternativas se han vinculado con la construcción de una educación propia definida como el replanteamiento de la educación por parte de las mismas comunidades y actores involucrados desde una creación colectiva, dialógica, horizontal y emancipadora. Sin embargo, uno de los principales objetivos de este trabajo se basa en dilucidar sobre la vigencia de aquel sentido. Por ello, se advierte como supuesto de anticipación que esta categoría está atravesada por la polisemia y la heteroglosia. De allí que devenga un ejercicio necesario su situacionalidad sociohistórica y política para sortear su empleo como mera retórica o espejismo conceptual. Como estrategia metodológica se parte del análisis de discurso de algunos documentos recientes referidos a políticas educativas de Argentina y de la provincia de San Luis que han planteado procesos de innovación frente a un modelo educativo que se presentaría desfasado de las nuevas competencias exigidas por el mundo laboral para lograr el desarrollo económico. Este ejercicio conlleva, asimismo, la situacionalidad histórico social de estos intentos de reforma en el marco de la crisis capitalista desencadenada desde 2008 y agudizada por la pandemia de COVID. El análisis se detiene en tres reformas: la enseñanza domiciliaria o homeschooling, el financiamiento educativo a través de los bonos escolares o school vouchers y las escuelas generativas. Entre las conclusiones, se sostiene la emergencia de un proceso de modernización conservadora que esconde reformas neoliberales, de rasgos eficientistas, neurocientíficos y moralizantes bajo la dicotomía nuevo/tradicional. Los casos analizados se enmarcarían dentro de un escolanovismo de mercado que es presentado a través de un lenguaje propio del ámbito de la gestión empresarial.

Elective home education has become an international trend characterized by considerable public con-troversy and much legal fragmentation. Issues related to whether it should be permitted and how it should be monitored are currently being debated in many countries. Homeschooling regulation seems to have become a “wicked problem” with no definitive solution. A case has been made for moving beyond the polarization that tends to label it as either intrinsically good or inherently bad. By drawing its foundations from a UNESCO report published in 2021, this conceptual study is meant to be a contribution to the discussion about the social and legal legitimacy of homeschooling through the delineation of a tenable “social contract for home education”. It has been argued that in light of this social contract, homeschooling should neither be banned nor unregulated. Hence, a shift of perspective is being encouraged to include home educators in a pluralistic dialogue on the future of education towards policy decisions that are sensitive to this complexity.

Homeschooling was rapidly growing in the U.S. even before COVID-19. The pandemic accelerated this growth by quickly exposing nearly every American family to homeschooling in some form. The pandemic has ushered in a new age of homeschooling characterized by flexibility, technology, collaboration, and alternative forms of schooling beyond the traditional parent-teaching-child framework. Although the Supreme Court has never recognized a fundamental right of parents to homeschool their children, it has repeatedly recognized that parents have the right to direct their children’s education and to choose to educate them in the way they deem fit. There is debate as to what level of scrutiny homeschooling statutes and regulations should be subjected to, but it is clear that the states must balance their own interest in ensuring children have access to education with the presumption that parents may direct their children’s education, and the strong historical basis for doing so in the home. States currently impose varying degrees of regulation with no uniformity and little enforcement. As homeschooling grows, the law must develop to support parents who choose to homeschool while imposing enough regulations to which the state can keep records of every student, track students’ progress, and increase the visibility of these students to protect them from abuse. This can be accomplished through annual notice requirements, certification of work by certified educators, minimum education requirements for homeschool educators, and wider homeschooler access to public extracurricular programs.

The COVID-19 pandemic has led to far-reaching changes in various aspects of students’ lives. In the particular case of the educational field, classroom teaching was drastically shifted to a distance learning format. Consequently, students needed to deal with a completely different everyday school life. Learning was carried out online, which implied that students could not see some of their regular, important social contacts such as teachers, classmates or friends. It is already proven that such social distancing measures had impacts on students’ emotional experiences during the lockdown. Following a mixed-methods concurrent single-phase design, this study examined students’ perceptions of social distancing and their emotional experiences during the first school lockdown in Austria. Data from an online survey (n = 263 students) and from qualitative interviews (n = 56 students) were analyzed. The results show that distance learning drastically reduced interaction among students and between students and their teachers. Furthermore, the results indicate negative emotional experiences due to less social contact, increased learning pressures, and less structure. However, findings revealed that students also experience and perceived positive emotional experiences during distance learning because of more freedom, autonomy, and to some extent, less performance pressure. Based on the findings, the present study discusses possible perspectives on how to support students during and after distance learning, as well as further lines of research., Peer Reviewed

Parents who are making decisions about the education of their children can benefit from a general awareness of the full range of schooling options available to them. Although the United States has seen its homeschooling population grow to all-time highs in recent years, many people are still unfamiliar with what homeschooling is actually like in practice. Some parents fail to recognize homeschooling as a viable option because of they are unfamiliar with its potential benefits, standard homeschooling methods, and resources for homeschooling families. This thesis reviews the homeschooling research literature and overviews relevant case studies to inform a visual solution to this problem. I developed a multifaceted information campaign to demonstrate how graphic design and visual media can be used to advance awareness of homeschooling as a viable option for education. The campaign provides general information about the homeschool movement and presents a picture of what contemporary homeschooling looks like.

Homeschooling and distance education have had a tricky past in Sweden. During the Covid-19 pandemic lockdowns people were made to work/study from home in a capacity they had never tried before. This opened the Swedish eyes to the pros and cons of alternative education. The aim of this study was to investigate how Swedes who follow an educational path alternative to the normal Swedish state school are perceived and depicted. The study analyzes 21 news articles published between 2017 and 2022 in three of Sweden's biggest commercial newspapers Aftonbladet, Dagens Nyheter and Expressen. The method and theory that made up the analysis was based in the critical discourse analysis according to Norman Fairclough's three dimensional model: text, discourse and social practice. The two most prominent discourses found were the parent presented as the villain and the child presented as the victim. The parent as the villain was broken down into two themes: the parent as a fanatic and the parent as a criminal. The child as the victim was broken down into four themes based on who/what the child was a victim under: under the parents tyranny, under their own disorder, under a school form that can't handle them and under a societal phenomenon. Parallel to these main discourses emerged two countering discourses challenging their negative portrayal of swedes choosing alternative education. These were: the parent as the hero and the healthy child. These counter discourses were yet again broken into themes. The first discourse in two: the parent saving the child from being hurt by the school and the parent knowing their child better than the school. The second discourse in two: the genius child and the regular school pupil. From the analysis the conclusion was drawn that the portrayal in Swedish media of people choosing alternative education is in general negative. They create and reproduce a power structure where this group becomes the outsider. The consequences of this is that these peo

Against sociological dogma, Niklas Luhmann famously described our global modern society as a loose, heterarchical ensemble of functionally differentiated systems, each assuming the primacy of its own function. In the context of this chapter homeschooling is discussed, not for its own sake, but rather as illustrative of the problems emerging from the tumultuous co-existence of these systems. The latter typically gives rise to reactions claiming and hoping to reorder society along lines that run against its functional differentiation: putting religion, love, the family, the nation, or whatever else, first as it were, or rather “above” other functions. To the extent that such movements react to highly advanced self-referential systems by ceasing to place their trust in their organizations (schools, hospitals, firms, courts, political parties, etc.), they will often take on the appearance of a retreat away from modernity and into small worlds. They should however not be taken as actual backward moves to non-modern or premodern forms of existence. Instead, the analysis shows that they are processes through which modernity reacts to itself, to its own, self-made, problems.

Hintergrund: Im Jahr 2020 kam es zu einer weltweiten Pandemie, welche zu mehrfachen Schulschließungen geführt hat. In dieser Zeit fand der Unterricht im Homeschooling statt. Diese Zeit war für viele Lehrpersonen eine große Herausforderung. Innerhalb weniger Tage musste der bis dahin bekannte Unterrichtsalltag auf Distance-Learning umgestellt werden. Besonders für die Sportlehrkräfte bedeutete dies ein vollständiges Umdenken der didaktischen Methoden. Zielsetzung: Die Intention dieser Studie war es herauszufinden, wie Sportlehrpersonen in Österreich den Sportunterricht während der Lockdown-Phasen im Frühjahr 2020 und Herbst 2020 weiterführten. Insbesondere wurde untersucht, welche didaktischen Maßnahmen die Sportlehrerinnen und Sportlehrer in dieser Zeit setzten. Der Fokus in der Untersuchung lag dabei auf dem Unterschied zwischen verschiedenen Schultypen sowie auf dem Unterschied zwischen Schulen mit und Schulen ohne Sportschwerpunkt. Methoden: Vorangehende Leitfrageninterviews wurden mittels einer qualitativen Inhaltsanalyse ausgewertet und auf Basis dieser wurde ein Fragebogen erstellt. Dieser diente dazu, Antworten von Sportlehrkräften mit geschlossener und halboffener Fragestellung mittels einem Online-Fragebogen zu erheben. Ergebnisse: Lehrpersonen der Allgemeinbildenden Höheren Schulen (AHS) ist der Umstieg von Präsenz auf Distanzunterricht signifikant leichter gefallen als Lehrpersonen der Mittelschulen (MS). Lehrpersonen der AHS kommunizierten dabei vermehrt PC-basiert und arbeiteten mehr Inhalte und Übungen in ihren Unterricht ein. Lehrpersonen der MS führten signifikant seltener Leistungsüberprüfungen und Notenerhebungen durch. Zwischen Schulen mit Sportschwerpunkt und ohne 5 Sportschwerpunkt wurden weniger Unterschiede festgestellt. Lehrpersonen an Sportschwerpunktschulen konzentrierten sich in den Inhalten vermehrt auf Kraft-und Beweglichkeitstraining und vermittelten ihren Schülerinnen und Schülern häufiger spezielle Fähigkeiten und Fertigkeiten als Leh, Background: In 2020 there was a global pandemic, which led to numerous school closures. During this time, homeschooling took place. This time was a real challenge for many teachers. Within a few days, the daily teaching routine had to be switched to distance learning. Particularly for the physical education teachers, the situation required a complete rethinking of their didactic methods. Objective: The intention of this study was to investigate how physical education teachers in Austria continued physical education during the lockdown phases in spring 2020 and autumn 2020. In particular, it was examined which didactic approaches the teachers used during this time. The focus of the study was to investigate differences between different school types and differences between schools with or without a focus on sports. Methods: Preliminary interviews were evaluated based on qualitative analyses of the content and a final survey was conducted based on the results. The survey was used to interview physical education teachers based on closed and semi-open questions using an online questionnaire. Results: Teachers in general secondary schools (AHS) found it significantly easier to switch from face-to-face to distance learning than teachers at middle schools (MS). Teachers from AHS more frequently communicated using PCs and included more often contents and exercises in their lessons than teachers from MS. Teachers in the MS significantly less often used performance checks or or took grades. Between schools with or without a focus on sports fewer differences were found. With regard to their program, teachers at schools with a focus on sports concentrated more on training strength and mobility and taught their students more often specific skills than teachers at schools without a focus on sports. Also, teachers from AHS expected their students to exercise more frequently than teachers from MS. Conclusion: Physical education in homeschooling presented a major challenge for the te, Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers, Masterarbeit Universität Innsbruck 2022

The aim of this study is to visualize examined physical education teachers' IT skills and implementation of IT in homeschooling during the pandemic. The studies ambition is also to visualize if the physical education teachers' IT skills were good enough to conduct the teaching according to the school's curriculum. The survey wants to highlight the reality that physical education teachers experienced during these periods of distance education. The methods are a mixed methods based on an interpretivist approach, which means it stands between the hard data of positivism and the interpretations and understanding of hermeneutics in text. The essay is based on an already existing theoretical framework which the collected empirical evidence is presented against. The empirics were collected through online survey in Facebook groups and through emails to PE teachers. The total number of intermediaries is 50 PE teachers. The theoretical framework is based on the frame factor theory, developed by Dahllöf & Lundgren (2014) The results of the study show that the physical education teachers largely had sufficient IT knowledge to conduct homeschooling. IT support from the school was available to most of the teachers and if they had problems, it was mostly with group division, internet connection, screen sharing and the audio. Most teachers had to change their lesson planning and several parts of the curriculum suffered, mostly movement and friluftsliv. The teaching was more theoretically based with focus on health and lifestyle. If movement was taught, it was mostly dance and individualized training based on strength and conditioning. This type of teaching often took place through platforms such as Youtube and Runkeeper. The conclusion is that many teachers without ICT education have completed homeschooling on their own through their own ability. The teaching has suffered from the pandemic and teachers consider that they lost assessment data and student contact.

The aim of this study is to visualize examined physical education teachers' IT skills and implementation of IT in homeschooling during the pandemic. The studies ambition is also to visualize if the physical education teachers' IT skills were good enough to conduct the teaching according to the school's curriculum. The survey wants to highlight the reality that physical education teachers experienced during these periods of distance education. The methods are a mixed methods based on an interpretivist approach, which means it stands between the hard data of positivism and the interpretations and understanding of hermeneutics in text. The essay is based on an already existing theoretical framework which the collected empirical evidence is presented against. The empirics were collected through online survey in Facebook groups and through emails to PE teachers. The total number of intermediaries is 50 PE teachers. The theoretical framework is based on the frame factor theory, developed by Dahllöf & Lundgren (2014) The results of the study show that the physical education teachers largely had sufficient IT knowledge to conduct homeschooling. IT support from the school was available to most of the teachers and if they had problems, it was mostly with group division, internet connection, screen sharing and the audio. Most teachers had to change their lesson planning and several parts of the curriculum suffered, mostly movement and friluftsliv. The teaching was more theoretically based with focus on health and lifestyle. If movement was taught, it was mostly dance and individualized training based on strength and conditioning. This type of teaching often took place through platforms such as Youtube and Runkeeper. The conclusion is that many teachers without ICT education have completed homeschooling on their own through their own ability. The teaching has suffered from the pandemic and teachers consider that they lost assessment data and student contact.

El artículo analiza la estrategia Aprende en Casa en el estado de Tlaxcala, México, desde la experiencia manifestada por los jefes de sector y supervisores escolares durante los meses iniciales de la pandemia por COVID-19. La investigación se realizó con la información derivada de las sesiones virtuales para analizar los retos y desafíos en el avance de la estrategia. La metodología de trabajo fue cualitativa exploratoria a partir de la identificación de categorías de análisis, de la decodificación de los datos y el diseño de matrices. Los resultados obtenidos muestran dificultades de los actores educativos para la articulación de contenidos curriculares a distancia, actividades docentes y directivas limitadas por la carencia de dispositivos y conexión, obstáculos de coordinar el trabajo con los padres de familia y, por último, falta de formación en el uso de las tecnologías.

In this article, we present a network of actors who defend homeschooling in Brazil. Our objective is to contribute to the identification of actors and to the understanding of homeschooling itself, as well as to the understanding of the Brazilian conservative movement, which manifests itself in a conservative alliance. To do so, we bring the context of the advance of conservatism in Brazil, through a complex theoretical framework. Next, we bring an overview of homeschooling in Brazil and in the world. In the following section, we deal with the methodology of the research that generated this article, presenting the way in which the data used in the elaboration of the mapping of the studied network were collected. Finally, we present the homeschooling network in Brazil, situating actors and offering final considerations. We conclude that the defense of homeschooling relies on arguments characteristic of different groups, showing the potential of the concept of conservative alliance and articulation for analysis and understanding of Brazilian conservatism. Keywords: Homeschooling. Conservatism. Network analysis., Neste artigo, apresentamos uma rede de atores que defendem a educação domiciliar no Brasil. Nosso objetivo é contribuir para a identificação dos atores e para a compreensão da educação domiciliar em si bem como para o entendimento do movimento conservador brasileiro, que se manifesta em uma aliança conservadora. Para tanto, trazemos o contexto do avanço do conservadorismo no Brasil, por meio de um complexo referencial teórico. Na sequência, trazemos um panorama sobre a educação domiciliar no Brasil e no mundo. Na seção seguinte, tratamos da metodologia da pesquisa que gerou este artigo, apresentando a forma como foram coletados os dados utilizados na elaboração do mapeamento da rede estudada. Por fim, apresentamos a rede da educação domiciliar no Brasil, situando atores e oferecemos considerações finais. Concluímos que a defesa da educação domiciliar conta com argumentos característicos de distintos grupos, mostrando a potencialidade do conceito de aliança conservadora e de articulação para análise e compreensão do conservadorismo brasileiro. Palavras-chave: Educação domiciliar. Conservadorismo. Análise de redes., En este artículo, presentamos una red de actores que defienden la educación domiciliaria en Brasil. Nuestro objetivo es contribuir para la identificación de los actores y para la comprensión de la educación domiciliaria en sí, así como para el entendimiento del movimiento conservador brasileño, que se manifiesta en una alianza conservadora. Para ello, traemos el contexto del avance del conservadurismo en Brasil, por medio de un entramado teórico complejo. A continuación, traemos un panorama de la educación domiciliaria en Brasil y en el mundo. En la siguiente sección, tratamos la metodología de la investigación que generó este artículo, presentando la forma en que fueron recolectados los datos utilizados en la elaboración del mapeo de la red estudiada. Finalmente, presentamos la red de educación domiciliaria en Brasil, situando actores y ofrecemos consideraciones finales. Concluimos que la defensa de la educación domiciliaria cuenta con argumentos característicos de distintos grupos, mostrando el potencial del concepto de alianza conservadora y de articulación para el análisis y comprensión del conservadurismo brasileño. Palabras clave: Educación domiciliaria. Conservadurismo. Análisis de red.

By selecting as object of research the National Learning Standards in Brazil (BNCC) and the movement for the regulation of homeschooling, this study proposes to identify the beliefs underlying the actions of those involved in the advocacy of each cause. Documentary research was conducted by focusing on the Movimento pela Base (MPB), an actor supporting the BNCC, and the Campanha EducAÇÃO Domiciliar – Direito Já!, a campaign which brings together actors from the coalition in favor of homeschooling. For the analyses, the paper used categories from the Advocacy Coalition Framework, created by Sabatier and Jenkins-Smith in the 1980s. Although both policies refer to the right to education – either by linking this right to the homogenization of the curriculum or by questioning who is responsible for providing it – our findings indicate that these actors have different beliefs and forms of organization, which explains their different interests and strategies., Tomando como objeto a Base Nacional Comum Curricular (BNCC) e o movimento para regulamentação do homeschooling, este estudo propõe a identificação das crenças que fundamentam as ações dos atores envolvidos em suas defesas. Elaborou-se uma pesquisa documental com foco no Movimento pela Base (MPB), ator favorável à BNCC, e na Campanha EducAÇÃO Domiciliar - Direito Já!, que coaduna atores da coalizão em prol do ensino domiciliar. Para as análises, o trabalho utilizou categorias do Modelo de Coalizão de Defesa, criado por Sabatier e Jenkins-Smith na década de 1980. Como resultado, identificou-se que, apesar de ambas as políticas dialogarem com o direito à educação – seja pela vinculação desse direito à homogeneização do currículo ou pelo questionamento de a quem cabe a responsabilidade de provê-lo –, esses atores possuem crenças e modos de organização distintos, o que justifica a diferença em interesses e estratégias., Tomando la Base Nacional Común Curricular (BNCC) y el movimiento para regulación de la educación en casa, este estudio visa identificar creencias que sustentan las acciones de actores involucrados en su defensa. Se elaboró una investigación documental centrada en el Movimiento Por la Base, actor a favor del BNCC, y la Campaña EducAÇÃO Domiciliar -¡Ahora Mismo!, que concilia actores de la coalición a favor de la educación en casa. Para los análisis, el trabajo utilizó categorías del Marco de las Coaliciones Promotoras, creado por Sabatier y Jenkins-Smith en la década de 1980. Como resultado, se identificó que, si bien ambas políticas dialogan con el derecho a la educación, ya sea por la vinculación de este derecho a la homogeneización del currículo o pelo cuestionamiento sobre a quién cabe la responsabilidad de proporcionarlo, estos actores tienen creencias y formas de organización diferentes, lo que justifica la diferencia de intereses y estrategias.

This paper aims to studying in historical perspective the beginning of the social movement of homeschooling in Spain. It begins by analyzing the way in which the ideas of authors such as Ivan Illich arrived in the 1970s. Later, attention is paid to three bulletins, Aprender sin Escuela (1989-1993), Buzón (1993-1997) and Crecer sin Escuela (1997-2005), which served as a reference to organize a movement that rejected schooling. The paper focuses in the intellectual figures who developed a central rol in the initial deployment of the movement. The detailed study of these publications highlights the objectives that the homeschooling/unschooling promoted since its beginning in Spain: to share experiences, to promote networking, to spread education at home and to internationalize this pedagogical alternative., El objetivo de este artículo es estudiar en perspectiva histórica el comienzo del movimiento social de la educación en casa en España. Se inicia analizando el modo en que llegaron las ideas de autores como Ivan Illich en los años setenta. Posteriormente se pone atención en tres boletines, Aprender sin Escuela (1989-1993), Buzón (1993-1997) y Crecer sin escuela (1997-2005), que sirvieron de referencia para sus inicios a nivel organizativo. Asimismo, la atención se centra en las figuras intelectuales que fueron protagonistas en el despliegue inicial del movimiento. El estudio de estas publicaciones pone de manifiesto los objetivos del homeschooling/unschooling en su inicio en España: compartir experiencias, fomentar el trabajo en red, divulgar la educación en casa e internacionalizar esta alternativa pedagógica.

Hintergrund: Im Jahr 2020 kam es zu einer weltweiten Pandemie, welche zu mehrfachen Schulschließungen geführt hat. In dieser Zeit fand der Unterricht im Homeschooling statt. Diese Zeit war für viele Lehrpersonen eine große Herausforderung. Innerhalb weniger Tage musste der bis dahin bekannte Unterrichtsalltag auf Distance-Learning umgestellt werden. Besonders für die Sportlehrkräfte bedeutete dies ein vollständiges Umdenken der didaktischen Methoden. Zielsetzung: Die Intention dieser Studie war es herauszufinden, wie Sportlehrpersonen in Österreich den Sportunterricht während der Lockdown-Phasen im Frühjahr 2020 und Herbst 2020 weiterführten. Insbesondere wurde untersucht, welche didaktischen Maßnahmen die Sportlehrerinnen und Sportlehrer in dieser Zeit setzten. Der Fokus in der Untersuchung lag dabei auf dem Unterschied zwischen verschiedenen Schultypen sowie auf dem Unterschied zwischen Schulen mit und Schulen ohne Sportschwerpunkt. Methoden: Vorangehende Leitfrageninterviews wurden mittels einer qualitativen Inhaltsanalyse ausgewertet und auf Basis dieser wurde ein Fragebogen erstellt. Dieser diente dazu, Antworten von Sportlehrkräften mit geschlossener und halboffener Fragestellung mittels einem Online-Fragebogen zu erheben. Ergebnisse: Lehrpersonen der Allgemeinbildenden Höheren Schulen (AHS) ist der Umstieg von Präsenz auf Distanzunterricht signifikant leichter gefallen als Lehrpersonen der Mittelschulen (MS). Lehrpersonen der AHS kommunizierten dabei vermehrt PC-basiert und arbeiteten mehr Inhalte und Übungen in ihren Unterricht ein. Lehrpersonen der MS führten signifikant seltener Leistungsüberprüfungen und Notenerhebungen durch. Zwischen Schulen mit Sportschwerpunkt und ohne 5 Sportschwerpunkt wurden weniger Unterschiede festgestellt. Lehrpersonen an Sportschwerpunktschulen konzentrierten sich in den Inhalten vermehrt auf Kraft-und Beweglichkeitstraining und vermittelten ihren Schülerinnen und Schülern häufiger spezielle Fähigkeiten und Fertigkeiten als Leh, Background: In 2020 there was a global pandemic, which led to numerous school closures. During this time, homeschooling took place. This time was a real challenge for many teachers. Within a few days, the daily teaching routine had to be switched to distance learning. Particularly for the physical education teachers, the situation required a complete rethinking of their didactic methods. Objective: The intention of this study was to investigate how physical education teachers in Austria continued physical education during the lockdown phases in spring 2020 and autumn 2020. In particular, it was examined which didactic approaches the teachers used during this time. The focus of the study was to investigate differences between different school types and differences between schools with or without a focus on sports. Methods: Preliminary interviews were evaluated based on qualitative analyses of the content and a final survey was conducted based on the results. The survey was used to interview physical education teachers based on closed and semi-open questions using an online questionnaire. Results: Teachers in general secondary schools (AHS) found it significantly easier to switch from face-to-face to distance learning than teachers at middle schools (MS). Teachers from AHS more frequently communicated using PCs and included more often contents and exercises in their lessons than teachers from MS. Teachers in the MS significantly less often used performance checks or or took grades. Between schools with or without a focus on sports fewer differences were found. With regard to their program, teachers at schools with a focus on sports concentrated more on training strength and mobility and taught their students more often specific skills than teachers at schools without a focus on sports. Also, teachers from AHS expected their students to exercise more frequently than teachers from MS. Conclusion: Physical education in homeschooling presented a major challenge for the te, Verfasser Johannes Seyfried, BEd, Masterarbeit Universität Innsbruck 2022

In der Ihnen vorliegenden Arbeit soll beantwortet werden, ob und wie Distance Learning für Lernende und Lehrende erfolgreich in der Mittelstufe umgesetzt werden kann. Vorausgehend wird die Aktualität dieser Leitfrage beschrieben und auf den zeitlichen und inhaltlichen Verlauf der Pandemie auf die Primarschule eingegangen. Vor allem der, für die Fragestellung relevante Begriff ?Distance Learning? soll hierbei geklärt und definiert werden. Um zu verstehen, welche Auswirkungen das digitale Distance Learning auf das heutige Schulsystem hat, wird nachfolgend dargelegt, wie sich das Schweizer Schulsystem entwickelt hat. Auch relevante Theorien zur Rolle der Lehrperson oder zu der Umgebung und derer Auswirkung auf das kindliche Lernen werden beschrieben. Die essentiellen technischen Voraussetzungen, sowie wichtige Plattformen werden vorgestellt. Abschliessend werden aktuelle Studien zu der Corona Pandemie sowie Erfahrungsberichte zum Thema ?Distance Learning? vorgestellt. Auf Basis einer qualitativen Auswertung der vorausgegangenen Theorien soll zum Abschluss die Leitfrage diskutiert, ein Ausblick auf mögliche Auswirkungen gegeben und schliesslich ein persönliches Fazit abgeleitet werden. ?

The purpose of this qualitative, transcendental phenomenological study was to describe the experiences of homeschool high school students in Georgia in the development of their educational plan of study. The theory guiding this study was Vygotsky’s sociocultural theory as it relates to learning and development and the interaction of the learner with the environment. Ten participants were identified from the Local Homeschool Association which serves families in 13 counties in the state of Georgia. The study sought to answer this central research question: What are the experiences of homeschool high school students in Georgia in the development of their educational plan of study? Sub-questions included: (a) What are the experiences of homeschool high school students in the development of their academic educational plan of study and their role in course selection? (b) What are the experiences of homeschool high school students in the process of choosing settings for learning academic content and their role in this process? (c) What are the experiences of homeschool high school students related to the impact of co-curricular and extra-curricular activities as part of their educational plan and their role in choosing these activities? Data collection involved questionnaires, individual interviews, and physical artifacts. Data were analyzed using the modified Stevick-Colaizzi-Keen method described by Moustakas, and five themes emerged through the data analysis process: abundant academic options, individualized and customized instruction, development of life skills, family relationships and values, and significant social opportunities. A discussion regarding implications of findings as well as recommendations for policy, practice, and future research were provided.

The purpose of this study was to extend Feuerstein et al.’s (2006, 2010, 2015) theories of structural cognitive modifiability and mediated learning experience to the homeschool context by constructing a grounded theory that explains how families create mediated learning experiences for learners with special educational needs and disabilities in a homeschool context. Feuerstein’s theories guided this study and provided the framework to answer the central research question: How do Feuerstein’s theories of structural cognitive modifiability and mediated learning experience extend to a homeschool context for learners with special educational needs and disabilities? Purposive sampling methods were used to identify 10 study participants. Three sets of data were collected from each participant: timelines, interviews, and statements of advice. Data collection and analysis occurred simultaneously, and analysis was an iterative process. A model was generated that depicts how Feuerstein et al.’s (2006, 2010, 2015) theories extend to a homeschool setting with children with special educational needs and disabilities.

The COVID-19 pandemic has led to far-reaching changes in various aspects of students’ lives. In the particular case of the educational field, classroom teaching was drastically shifted to a distance learning format. Consequently, students needed to deal with a completely different everyday school life. Learning was carried out online, which implied that students could not see some of their regular, important social contacts such as teachers, classmates or friends. It is already proven that such social distancing measures had impacts on students’ emotional experiences during the lockdown. Following a mixed-methods concurrent single-phase design, this study examined students’ perceptions of social distancing and their emotional experiences during the first school lockdown in Austria. Data from an online survey (n = 263 students) and from qualitative interviews (n = 56 students) were analyzed. The results show that distance learning drastically reduced interaction among students and between students and their teachers. Furthermore, the results indicate negative emotional experiences due to less social contact, increased learning pressures, and less structure. However, findings revealed that students also experience and perceived positive emotional experiences during distance learning because of more freedom, autonomy, and to some extent, less performance pressure. Based on the findings, the present study discusses possible perspectives on how to support students during and after distance learning, as well as further lines of research., Peer Reviewed

Parents who are making decisions about the education of their children can benefit from a general awareness of the full range of schooling options available to them. Although the United States has seen its homeschooling population grow to all-time highs in recent years, many people are still unfamiliar with what homeschooling is actually like in practice. Some parents fail to recognize homeschooling as a viable option because of they are unfamiliar with its potential benefits, standard homeschooling methods, and resources for homeschooling families. This thesis reviews the homeschooling research literature and overviews relevant case studies to inform a visual solution to this problem. I developed a multifaceted information campaign to demonstrate how graphic design and visual media can be used to advance awareness of homeschooling as a viable option for education. The campaign provides general information about the homeschool movement and presents a picture of what contemporary homeschooling looks like.

Homeschooling and distance education have had a tricky past in Sweden. During the Covid-19 pandemic lockdowns people were made to work/study from home in a capacity they had never tried before. This opened the Swedish eyes to the pros and cons of alternative education. The aim of this study was to investigate how Swedes who follow an educational path alternative to the normal Swedish state school are perceived and depicted. The study analyzes 21 news articles published between 2017 and 2022 in three of Sweden's biggest commercial newspapers Aftonbladet, Dagens Nyheter and Expressen. The method and theory that made up the analysis was based in the critical discourse analysis according to Norman Fairclough's three dimensional model: text, discourse and social practice. The two most prominent discourses found were the parent presented as the villain and the child presented as the victim. The parent as the villain was broken down into two themes: the parent as a fanatic and the parent as a criminal. The child as the victim was broken down into four themes based on who/what the child was a victim under: under the parents tyranny, under their own disorder, under a school form that can't handle them and under a societal phenomenon. Parallel to these main discourses emerged two countering discourses challenging their negative portrayal of swedes choosing alternative education. These were: the parent as the hero and the healthy child. These counter discourses were yet again broken into themes. The first discourse in two: the parent saving the child from being hurt by the school and the parent knowing their child better than the school. The second discourse in two: the genius child and the regular school pupil. From the analysis the conclusion was drawn that the portrayal in Swedish media of people choosing alternative education is in general negative. They create and reproduce a power structure where this group becomes the outsider. The consequences of this is that these peo

En Ecuador, el Homeschooling es una práctica poco conocida, pero en los últimos años ha tomado notoriedad, debido a la insatisfacción de los padres de familia con la enseñanza que reciben sus hijos, la inseguridad existente en las instituciones educativas tradicionales y las condiciones de aislamiento social provocada por la pandemia Covid-19. En el presente trabajo se caracteriza esta modalidad de educación en el Ecuador, en cuanto a factores: sociales, culturales, religiosos y legales comparando su práctica con otros países. Como metodología se empleó el enfoque mixto, cualitativo con el método etnográfico, al analizar la realidad subjetiva desde las percepciones de las familias investigadas; y cuantitativo, investigación no experimental de corte transversal de alcance descriptivo. Se utiliza un muestreo por conveniencia, entrevista a profundidad y cuestionario en Google Forms; para analizar la información se emplean: medidas de tendencia central, tabla de contingencia y el método de análisis de contenido, a través de la codificación abierta, axial y selectiva. Los resultados demuestran que los padres homeschoolers optan por esta modalidad para evitar episodios de bullying, inseguridad y enfatizar en la enseñanza de valores además el gasto en esta modalidad es menor y llega a gracias a las redes sociales.

40 p. : il. -- Bibliogr.: p. 35, [EUS] Jarraian agertzen den gradu amaierako lan honek aurten Covid-19-aren ondorioz bizi izandako egoera bereziari edo antzeko egoera bati aurre egiteko laguntza eskaintzen du. Hasieran homeschooling-ari buruzko informazioa ematen da, gero matematikaren eta hauek lantzeko material manipulagarrien inguruko informazioa agertuko da eta bukatzeko, haur hezkuntzako etapan dauden gurasoei inkesta bat egin ostean, lortutako emaitzetan oinarriturik jarduera batzuk proposatzen dira. Jarduera horiek matematikak lantzeko prestatuak izan dira; jarudera horiek, material manipulagarrien bidez burutuko dira., [ES] El trabajo de fin de grado que se presenta a continuación ofrece una ayuda para hacer frente a la situación singular que se vivió este año como consecuencia del Covid19. En un primer momento se ofrece información sobre el homeschooling, después se mostrará información sobre las matemáticas y sobre los materiales manipulativos para trabajar las mismas. Para finalizar, tras realizar una encuesta a los padres y madres que tienen hijos en la etapa de educación infantil, se proponen una serie actividades en base a los resultados obtenidos en dicha encuesta. Estas actividades han sido preparadas para trabajar las matemáticas; en especial, para realizar materiales manipulativos., [EN] The following project offers help in dealing with the unique situation that was experienced this year as a result of Covid-19. At first, information about homeschooling is offered, then information about mathematics and manipulative materials will be shown to work on them. To finish, after conducting a survey to parents who have children in the child education stage, a series of activities are proposed based on the results obtained in that survey. These activities have been prepared to work mathematics; especially, to perform manipulative materials.

The homeschooling movement has steadily developed in the last couple of decades, especially in the USA. In Australia and Chile, the movement is still growing as an alternative to school education. The social growth of homeschooling entails visions of support and criticism. Some consider it an approach to meet and foster children’s interests and needs, and others consider it a private movement against public education and democratic societies. Motivations for homeschooling are mostly related to ideological and pedagogical conceptions in the way families approach homeschooling. In terms of research, in the last two decades, there’s been a growth in peer-reviewed publications to better understand its motivations, implications, educational provisions and outcomes. Homeschooling for gifted students in particular has little research, and the findings from the few studies that are available suggest that these families starthomeschooling for different reasons compared to the general homeschool population. While research on homeschooling gifted students from the USA dominates, not much is heard about homeschooling research in Australia and even less is evident from the Chilean homeschooling experience. In this scenario, more research is needed about gifted homeschooling and the inner experiences these families and children face. This chapter presents findings from a theoretical review in an effort to contribute to the understanding of this educational provisionfor gifted children and delve deeper into the options these families have in the context of Australia, Chile and the USA.

40 p. : il. -- Bibliogr.: p. 35, [EUS] Jarraian agertzen den gradu amaierako lan honek aurten Covid-19-aren ondorioz bizi izandako egoera bereziari edo antzeko egoera bati aurre egiteko laguntza eskaintzen du. Hasieran homeschooling-ari buruzko informazioa ematen da, gero matematikaren eta hauek lantzeko material manipulagarrien inguruko informazioa agertuko da eta bukatzeko, haur hezkuntzako etapan dauden gurasoei inkesta bat egin ostean, lortutako emaitzetan oinarriturik jarduera batzuk proposatzen dira. Jarduera horiek matematikak lantzeko prestatuak izan dira; jarudera horiek, material manipulagarrien bidez burutuko dira., [ES] El trabajo de fin de grado que se presenta a continuación ofrece una ayuda para hacer frente a la situación singular que se vivió este año como consecuencia del Covid19. En un primer momento se ofrece información sobre el homeschooling, después se mostrará información sobre las matemáticas y sobre los materiales manipulativos para trabajar las mismas. Para finalizar, tras realizar una encuesta a los padres y madres que tienen hijos en la etapa de educación infantil, se proponen una serie actividades en base a los resultados obtenidos en dicha encuesta. Estas actividades han sido preparadas para trabajar las matemáticas; en especial, para realizar materiales manipulativos., [EN] The following project offers help in dealing with the unique situation that was experienced this year as a result of Covid-19. At first, information about homeschooling is offered, then information about mathematics and manipulative materials will be shown to work on them. To finish, after conducting a survey to parents who have children in the child education stage, a series of activities are proposed based on the results obtained in that survey. These activities have been prepared to work mathematics; especially, to perform manipulative materials.

Cet article prend pour objet le développement actuel de l’instruction à domicile (instruction en famille ou “homeschooling”). Il montre que cette pratique, même si elle demeure marginale, tend à se développer dans la plupart des pays disposant d’un système scolaire massifié. L’expansion quantitative de ce mode d’éducation dans de multiples pays industrialisés (en particulier en Amérique du Nord, où il progresse régulièrement, et en Europe, où, bien que plus récent et encore marginal, il est en croissance apparemment plus nette) amène à considérer qu’on a affaire non à un phénomène local, lié à une tradition ou particularité, mais à un phénomène de plus en plus global qui appelle une explication, elle-même globale. La littérature existante offre une série de distinctions permettant d’identifier des types de familles instruisant à domicile, mais s’est peu questionnée sur le développement du phénomène ailleurs qu’en Amérique du Nord et encore moins sur le caractère éventuellement global de son expansion. Elle laisse dans l’ombre des questions fondamentales. L’article s’appuie sur une enquête réalisée en Belgique et aux États-Unis pour décrire la manière dont l’instruction à domicile s’auto-organise et tente d’expliquer son expansion. Il souligne en particulier les rapports de renforcement mutuel entre expansion et auto-organisation. La conclusion revient sur le phénomène en le situant dans une perspective sociologique plus large susceptible d’aider à mieux comprendre son caractère global et à suggérer des voies de recherche futures.

Ce document-synthèse présente un premier portrait des familles belges francophones instruisant en famille. Les parents ont participé à une enquête menée en ligne sur FramaForms en juin et juillet 2021, à l’initiative de l’Association Enseignement à domicile – Pour la liberté d’instruction et d’Alice Tilman, doctorante ASP-FNRS à l’Université catholique de Louvain. Le questionnaire "Enquête sur l'instruction en famille (IEF) / l'enseignement à domicile (EAD) et assimilé : une première en Belgique !" visait principalement à documenter les raisons du choix d'instruction en famille, les caractéristiques sociodémographiques et expériences éducatives de ces familles, ainsi qu’à recueillir des informations sur leur expérience des contrôles et épreuves certificatives qui sont organisés en Fédération Wallonie-Bruxelles. Ce travail comble un vide puisqu’à ce jour, aucune étude scientifique quantitative ni enquête gouvernementale n’a été effectuée sur cette population en Belgique francophone. Ces résultats préliminaires sont destinés à être précisés et complétés par des analyses plus approfondies dans les mois à venir., This summary document draws a first portrait of French-speaking Belgian families who home educate. Parents participated in an online survey conducted on FramaForms in June and July 2021, at the initiative of the Association « Enseignement à domicile - Pour la liberté d'instruction » and Alice Tilman, PhD candidate ASP-FNRS at the Université catholique de Louvain. The questionnaire " Enquête sur l'instruction en famille (IEF) / l'enseignement à domicile (EAD) et assimilé : une première en Belgique !" aimed mainly at documenting families’ reasons for chosing home education, the socio-demographic characteristics and educational experiences of these families, as well as to collect information on their experience of the exams and certification tests that are organized in the Wallonia-Brussels Federation. This work fills a gap since, to date, no quantitative scientific study or governmental survey has been conducted on this population in French-speaking Belgium. These preliminary results are intended to be completed by more in-depth analyses in the coming months.

The Study & Sing curriculum is designed (1) to provide homeschooling high school students with a music resource that is easy to access and incorporate within their homeschool environment; (2) to facilitate meaningful and effective music instruction by designing a music class for a qualified music teacher to use within cooperative homeschool groups; (3) to offer homeschooling families a comprehensive music class that closely follows the National Core Arts Standards for music education; and (4) to provide a music class for homeschool co-op students that offers a comprehensive design and fosters collaborative music experiences by integrating a performance component that corresponds with the academic music material. This curriculum is an eight-week unit study that explores Early-to-Mid American Music ranging from the 17th century to the early-20th century. The course will be offered synchronously in person within a homeschool cooperative setting and aligns with national music standards by offering a comprehensive approach that incorporates academic music components (Study) with corresponding music performance elements (Sing). Class materials with be easily accessible, enabling students to download the course materials including listening examples, weekly presentations, and links for sheet music, and music teachers will be able to access and download weekly lesson plans with guided instruction and slide presentations. Student comprehension of the unit study material will be assessed through integrated activities and corresponding quizzes during weeks 2-7 and individual prepared presentations in week 7. In the final week of the class, students will sing together in a multi-part choral ensemble and will perform music arrangements adapted from original melodies that they learned and practiced together during the unit study.

Background: The COVID-19 pandemic has led to worldwide school closures, with millions of children confined to online learning at home. As a result, children may be susceptible to anxiety and digital eye strain, highlighting a need for population interventions. Objective: The objective of our study was to investigate whether a digital behavior change intervention aimed at promoting physical activity could reduce children's anxiety and digital eye strain while undergoing prolonged homeschooling during the COVID-19 pandemic. Methods: In this cluster randomized controlled trial, homeschooled grade 7 students at 12 middle schools in southern China were recruited through local schools and randomly assigned by the school to receive (1:1 allocation): (1) health education information promoting exercise and ocular relaxation, and access to a digital behavior change intervention, with live streaming and peer sharing of promoted activities (intervention), or (2) health education information only (control). The primary outcome was change in self-reported anxiety score. Secondary outcomes included change in self-reported eye strain and sleep quality. Results: On March 16, 2020, 1009 children were evaluated, and 954 (94.5%) eligible children of consenting families were included in the intention-to-treat analysis. Children in the intervention (n=485, 6 schools) and control (n=469, 6 schools) groups were aged 13.5 (SD 0.5) years, and 52.3% (n=499) were male. The assigned interventions were completed by 896 children (intervention: n=467, 96.3%; control: n=429, 91.5%). The 2-week change in square-root-transformed self-reported anxiety scores was greater in the intervention (-0.23, 95% CI -0.27 to -0.20) vs control group (0.12, 95% CI 0.09-0.16; unadjusted difference -0.36, 95% CI -0.63 to -0.08; P=.02). There was a significant reduction in square-root-transformed eye strain in the intervention group (-0.08, 95% CI -0.10 to 0.06) compared to controls (0.07, 95% CI 0.05-0.09; difference

The year 2020 reminded us of human fragility due to the effect of the pandemic generated by the Sars-Cov-2 virus, which is known by the name of the disease it generates: Covid-19. The quarantine declared in many countries to mitigate contagion brought transformations in the way of carrying out formal education, the main one being the development of remote classes that reinforced the idea of home education or Homeschooling as an alternative to school education., O ano de 2020 lembrou-nos da fragilidade humana pelo efeito da pandemia gerada pelo vírus Sars-Cov-2, e que se conhece pelo nome da doença que ele gera: o Covid-19. A quarentena declarada em muitos países para mitigar o contágio trouxe transformações na forma de realizar a educação formal, a principal delas o desenvolvimento de aulas remotas que reforçaram a ideia do ensino doméstico ou Homeschooling como uma alternativa para o ensino escolar. Nessa direção, no artigo argumenta-se que ainda seja certo que algumas das transformações sofridas nas práticas escolares neste tempo vão mudar os modos de fazer escola, também é certo que a forma escola é um cronotopo, um espaço-tempo que permite às crianças e jovens a construção de ferramentas para acessar o mundo e construir mundos possíveis., El año 2020 nos recordó la fragilidad humana debido a los efectos de la pandemia generada por el virus Sars-Cov-2 y que se conoce por el nombre de la enfermedad que genera: Covid-19. La cuarentena declarada en muchos países para mitigar el contagio, generó transformaciones en la manera de llevar a cabo la educación formal, la principal de ellas es su desarrollo en aulas remotas, lo que reforzó la idea de la enseñanza doméstica o el Homeschooling como una alternativa a la educación escolar. En esta dirección, en este articulo se argumenta que si bien algunas de las transformaciones sufridas en las prácticas escolares durante este tiempo quizá modifiquen los modos de hacer escuela, también es cierto que la forma escuela es un cronotopo, un espacio-tiempo que permite a los niños y jóvenes la construcción de herramientas para acceder al mundo y construir mundos posibles.

This dissertation is a study of the gendered educational labor of homeschool mothers. Though recent literature has painted homeschooling as an outlier in American education or as an extreme version of neoliberal privatization and opting out, scholars have not adequately taken into account either the long entanglement of the domestic home and public school spheres or the way that homeschooling mothers use the practice as a form of personalized agency.Using a conceptual framework that insists on the centrality of carework and asserts mothers as experts, this work seeks to explore the dialectical tension of protection and punishment inherent in both the home and schooling. This inquiry begins with a historical theorization of homeschooling that starts in the era of the Cult of True Womanhood, a period in American history when civil and social society lauded the image of feminine domesticity and a separate spheres ideology just at the time when the Common School movement began to rely on a largely female teaching force. Exploring how both the modern school and the modern home were co-constructed as spaces of domestication and education by women’s labor, this history ends with a theorization of the third shift, or educational labor as women’s third job.Using a phenomenological approach to interviewing homeschool mothers in California, I found that, though their homeschooling practice was rooted in their parenting, it is a distinct kind of educational labor separate from domestic labor or outside employment. As such, homeschooling mothers develop a highly-focused educational expertise (in the practice and their children) that frequently precludes them from doing other kinds of (paid) labor. This labor is often unseen and always unpaid, both by their families and the larger economic system. Homeschool mothers give their labor–often joyfully–for the practice, but recognize that they are made economically vulnerable by it, too. Using the framing of love, homeschooling mother

40 p. : il. -- Bibliogr.: p. 35, [EUS] Jarraian agertzen den gradu amaierako lan honek aurten Covid-19-aren ondorioz bizi izandako egoera bereziari edo antzeko egoera bati aurre egiteko laguntza eskaintzen du. Hasieran homeschooling-ari buruzko informazioa ematen da, gero matematikaren eta hauek lantzeko material manipulagarrien inguruko informazioa agertuko da eta bukatzeko, haur hezkuntzako etapan dauden gurasoei inkesta bat egin ostean, lortutako emaitzetan oinarriturik jarduera batzuk proposatzen dira. Jarduera horiek matematikak lantzeko prestatuak izan dira; jarudera horiek, material manipulagarrien bidez burutuko dira., [ES] El trabajo de fin de grado que se presenta a continuación ofrece una ayuda para hacer frente a la situación singular que se vivió este año como consecuencia del Covid19. En un primer momento se ofrece información sobre el homeschooling, después se mostrará información sobre las matemáticas y sobre los materiales manipulativos para trabajar las mismas. Para finalizar, tras realizar una encuesta a los padres y madres que tienen hijos en la etapa de educación infantil, se proponen una serie actividades en base a los resultados obtenidos en dicha encuesta. Estas actividades han sido preparadas para trabajar las matemáticas; en especial, para realizar materiales manipulativos., [EN] The following project offers help in dealing with the unique situation that was experienced this year as a result of Covid-19. At first, information about homeschooling is offered, then information about mathematics and manipulative materials will be shown to work on them. To finish, after conducting a survey to parents who have children in the child education stage, a series of activities are proposed based on the results obtained in that survey. These activities have been prepared to work mathematics; especially, to perform manipulative materials.

La pandemia da COVID-19 ha svolto un ruolo di catalizzatore di cambiamenti in molti campi e aspetti della vita umana. Con la chiusura delle scuole, è stata sviluppata una forma ibrida di didattica che ha riconfigurato i confini tra le responsabilità dei genitori e degli insegnanti. Questa soluzione di emergenza è stata frequentemente chiamata homeschooling. In realtà la ricerca sull’homeschooling ha una storia più lunga (Kunzman & Gaither, 2020) e si riferisce generalmente alla scelta deliberata di alcuni genitori di istruire i propri figli a casa invece di iscriverli presso una scuola pubblica o privata. Si tratta di un’alternativa legale all’educazione convenzionale in molti paesi, tra cui l’Italia, dove prende il nome di “Istruzione parentale”. Con le restrizioni legate alla pandemia, molti genitori italiani – che erano già scettici nei confronti del sistema d’istruzione – hanno deciso di intraprendere questa controversa pratica educativa. Nel nostro contributo rifletteremo su questo fenomeno, mettendolo in relazione con le trasformazioni in atto nella più ampia cultura educativa genitoriale. Inoltre ci soffermeremo su alcune questioni metodologiche ed etiche relative alla progettazione di una ricerca empirica su questo oggetto, criticità che sono esacerbate dall’incertezza di questo periodo (Faircloth et al, 2020).

I share some of my adventures in mathematical research and homeschooling in the time of COVID-19.

The Homeschooling movement, in Brazil, which proposes removing children from school, disregarding any relationship with it, praises neoconservative and neoliberal policies. Therefore, some questions arise: How do these policies combine if one is conservative, and the other propagates marketing discourses of modernization and quality in school education? What are the discourses that are built with this movement? Who talks and who does this one talk to? Where do these discourses come from? In a theoretical dialogue, especially with Foucault, Apple, Masschelen and Simons, the information from the website of the Brazilian Homeschool Association – ANED is analyzed. Educating children at home is not just a matter of freedom of choice, as homeschool denotes much more about the conceptions and subjectivations of the subjects of a neoliberal and neoconservative society., O movimento Homeschooling, no Brasil, que propõe o afastamento das crianças da escola, dispensando qualquer relação com ela, enaltece as políticas neoconservadora e neoliberal. Assim sendo, algumas perguntas surgem: como essas políticas se aliam se uma é conservadora, e a outra propaga discursos mercadológicos de modernização e de qualidade na educação escolar? Quais são os discursos que se constroem com esse movimento? Quem fala e para quem fala? De onde surgem esses discursos? Em um diálogo teórico, sobretudo com Foucault, Apple, Masschelen e Simons, analisam-se as informações do site da Associação Nacional de Educação Domiciliar – ANED. Educar os filhos em casa não é apenas questão de liberdade de escolha, pois a educação domiciliar denota muito mais sobre concepções e subjetivações dos sujeitos em uma sociedade neoliberal e neoconservadora., El movimiento Homeschooling, en Brasil, que propone el alejamiento de los niños de la escuela, descartando cualquier relación con ella, enaltece las políticas neoconservadora y neoliberal. Así, algunas preguntas surgen: ¿cómo estas políticas se unen si una es conservadora y la otra propaga discursos mercadológicos de modernización y de calidad en la educación escolar? ¿Cuáles son los discursos que se construyen con este movimiento? ¿Quién habla y para quién habla? ¿De dónde surgen esos discursos? En un diálogo teórico, sobretodo con Foucault, Apple, Masschelen y Simons, se analizaron las informaciones del sitio web de la Associação Nacional de Educação Domiciliar – ANED. Educar a los hijos en casa no es sólo cuestión de libertad de elección, pues la educación domiciliaria denota mucho más sobre las concepciones y subjetivaciones de los sujetos en una sociedad neoliberal y neoconservadora.

The homeschooling movement has produced a discourse to support the idea of effectiveness of home schooling. Dissonant of this narrative, the voice of the educators echoes reaffirming the indispensability of the school, the teacher and the State as providers of the right to education for learning and the full development of children and adolescents. In view of the defense that reverberates in the impossibility of an effective reaction from the subjects of this education (the students), this paper aims to highlight the implications of homeschooling for schooling, teacher professionalization and for education as a right. It uses discourse analysis, based on Fairclough, in a bibliographic-documentary study. The results indicate that the advocacy of homeschooling is supported in particular and exogenous cases without scientific evidence and disregards the risks of student segregation from the social learning environment. Keywords: Right to education. Homeschooling. Teaching professionalization., O movimento pela regulamentação do homeschooling produziu um discurso para dar sustentação à ideia de efetividade do ensino domiciliar. Dissonante dessa narrativa, ecoa a voz dos educadores reafirmando a imprescindibilidade da escola, do professor e do Estado como garantidores do direito à educação para a aprendizagem e do desenvolvimento pleno das crianças e dos adolescentes. Diante da defesa que reverbera na impossibilidade de reação efetiva dos sujeitos dessa educação (os estudantes), este artigo objetiva evidenciar implicações do homeschooling para a escolarização, a profissionalização docente e para a educação como direito. Utiliza-se da análise de discurso, com base em Fairclough, em estudo bibliográfico-documental. Os resultados indicam que a defesa do homeschooling se ampara em casos particulares e exógenos sem evidências científicas e desconsidera os riscos da segregação do estudante do ambiente social de aprendizagem. Palavras-chave: Direito à educação. Homeschooling. Profissionalização docente., El movimiento por la reglamentación de homeschooling produjo un discurso para sostener la idea de efectividad de la enseñanza domiciliaria. Disonante de esa narrativa, resuena la voz de los educadores reafirmando la imprescindibilidad de la escuela, del profesor, y del Estado como garantizadores del derecho a la educación para el aprendizaje y del desarrollo pleno de los niños y de los adolescentes. Ante la defensa que reverbera en la imposibilidad de reacción afectiva de los sujetos de esa educación (los estudiantes) este artículo objetiva evidenciar implicaciones del homeschooling para la escolarización, la profesionalización docente y para la educación como derecho. Se utiliza el análisis del discurso basado en Fairclough en estudio bibliográfico documental. Los resultados indican que la defensa de homeschooling se ampara en casos particulares y exógenos sin evidencias científicas y no considera los riesgos de la segregación del estudiante en el ambiente social de aprendizaje. Palabras clave: Derecho a la educación. Homeschooling. Profesionalización docente.

Homeschooling has gained notoriety on the national scene in recent years. Considering this peculiarity, this exploratory study focused on identifying, from the Brazilian campaign “Home Education - Immediate Right”, led by the National Association of Home Education (Associação Nacional de Educação Domiciliar - ANED), which individual or collective agents are characterized as supporters of that and what types of services they offer to the population. The existence of a “network” based on conservative interests was verified, predominating in their discourses a mercantile, selective and contrary to teaching and schooling bias. It was also observed the concomitant performance of the subjects in several platforms, which offer pedagogical guides, courses and certifications with very high costs, thus highlighting the intended target audience. Keywords: Homeschooling. Business network. Right to education., O homeschooling vem ganhando notoriedade no cenário nacional nos últimos anos. Considerando tal peculiaridade, este estudo exploratório concentrou-se em identificar, a partir da campanha brasileira “EducAÇÃO Domiciliar - Direito Já”, liderada pela Associação Nacional de Educação Domiciliar (ANED), que agentes individuais ou coletivos se caracterizam como apoiadores daquela e que tipos de serviços oferecem à população. Constatou-se a existência de uma “rede” pautada por interesses conservadores, predominando em seus discursos um viés mercantil, seletivo e contrário à docência e à escolarização. Observou-se, ainda, a atuação concomitante dos sujeitos em diversas plataformas, as quais oferecem guias pedagógicos, cursos e certificações com elevados custos, evidenciando, portanto, o público a que se destinam. Palavras-chave: Homeschooling. Rede empresarial. Direito à educação., La homeschooling ha venido ganando notoriedad en el escenario nacional en los últimos años. Considerando tal peculiaridad, este estudio exploratorio se concentró en identificar, a partir de la campaña brasileña "Educación Domiciliaria - Derecho Ya", liderada por la Asociación Nacional de Educación Domiciliaria (Associação Nacional de Educação Domiciliar - ANED), qué agentes individuales o colectivos se caracterizan como partidarios de aquélla y qué tipos de servicios ofrecen a la población. Se constató la existencia de una "red" pautada en intereses conservadores, predominando en sus discursos un sesgo mercantil, selectivo y contrario a la docencia y a la escolarización. También se observó la actuación simultánea de los sujetos en diversas plataformas, los cuales ofrecen guías pedagógicas, cursos y certificaciones con costos elevados, evidenciando, por lo tanto, el público al que se destinan. Palabras clave: Homeschooling. Red empresarial. Derecho a la educación.

The purpose of this paper is to contribute to the debate concerning homeschooling in Brazil, through a theoretical essay. In this sense, on the one hand, the main arguments in favor of the practice are presented; and, on the other hand, aspects that support the school as a space for the possibility of recognizing difference and equality. It is important to reflect on the relevance of the relationship with the other for the construction of knowledge. Thus, this text relies on Vygotsky and the concept of Proximal Development Zone coined by him. In conclusion, the importance of a broad, solid debate is considered, in which the family, social and cognitive specificities of each child are considered with regard to the planning and action of measures involving education in Brazil., O propósito deste artigo é contribuir com o debate acerca da educação domiciliar no contexto brasileiro, por meio de um ensaio teórico. Nesse sentido, apresenta-se, por um lado, os principais argumentos a favor da prática; e, por outro, aspectos que fundamentam a escola como um espaço de possibilidade de reconhecimento da diferença e de igualdade. Importa refletir acerca da relevância da relação com o outro para a construção do conhecimento. Assim, este texto apoia-se em Vygotsky e no conceito cunhado por ele de Zona de Desenvolvimento Proximal. Para efeitos de conclusão, considera-se a importância de um debate amplo, sólido, em que as especificidades familiares, sociais e cognitivas de cada criança sejam consideradas no que tange ao planejamento e à ação de medidas que envolvam a educação no Brasil., El propósito de este artículo es contribuir al debate sobre la educación domiciliaria en el contexto brasileño, por medio de un ensayo teórico. En este sentido, se presentan, por un lado, los principales argumentos a favor de la práctica; y, por otro lado, aspectos que fundamentan a la escuela como un espacio para la posibilidad de reconocimiento de la diferencia y de igualdad. Importa reflexionar sobre la relevancia de la relación con el otro para la construcción del conocimiento. Así, este texto se apoya en Vygotsky y en el concepto acuñado por él de Zona de Desarrollo Proximal. Como conclusión, se considera la importancia de un debate amplio y sólido, en el que las especificidades familiares, sociales y cognitivas de cada niño sean consideradas con respecto a la planificación y a la acción de medidas relacionadas con la educación en Brasil.

To analyze the problem of home education highlighting the main points present in the literature, however, bringing to light, originally, the binomial identity-plurality is the objective of this work. The theme has been studied from several perspectives: legal and historical, economic and ideological, marketing, comparative law, pedagogical theory, as individual right to freedom, motivation of choices, etc. The guiding questions are: What controversies suggest home education when considering the operationalization of the school curriculum in households? What risks does home education present for the identity-plurality binomial in the socialization process for the formation of citizenship? This paper, therefore, is a qualitative research based on primary and documentary sources, websites, as well as literature. The results indicate that screening and classification will occur in defense of the “good socialization” advocated by homeschoolers and if the state does not monitor, a completely plausible possibility, the risks of formation of family social bubbles are imminent. Keywords: Homeschooling. Identity. Plurality., Analisar a problemática da educação domiciliar destacando os principais pontos presentes na literatura, trazendo, todavia, à luz, originalmente, o binômio identidade-pluralidade é o objetivo deste trabalho. O tema tem sido estudado sob diversas perspectivas: legais e históricas, econômicas e ideológicas, mercadológica, direito comparado, teórico pedagógica, como direito individual à liberdade, motivação das escolhas, etc. As questões orientadoras são: Quais controvérsias sugerem a educação domiciliar quando se pensa a operacionalização do currículo escolar nos domicílios? Quais riscos a educação domiciliar oferece para o binômio identidade-pluralidade, no processo de socialização, para a formação da cidadania? Este artigo, é assim, uma pesquisa qualitativa com base em fontes primárias e documentais, em sites, assim como na literatura. Os resultados apontam que triagens e classificações ocorrerão em defesa da “boa socialização” advogada por homeschoolers e se o Estado não fiscalizar, possibilidade completamente plausível, os riscos de formação de bolhas sociais familiares são iminentes. Palavras-chave: Homeschooling. Identidade. Pluralidade., Analizar la problemática de la educación domiciliaria destacando los principales puntos presentes en la literatura, sin embargo, sacando a la luz, originalmente, el binomio identidad-pluralidad es el objetivo de este trabajo. El tema ha sido estudiado desde diversas perspectivas: legales e históricas, económicas e ideológicas, mercadológica, derecho comparado, teórico pedagógica, como derecho individual a la libertad, motivación de elecciones, etc. Las preguntas orientadoras son: ¿Cuáles controversias sugieren la educación domiciliaria cuando se considera la operacionalización del currículo escolar en los hogares? ¿Cuáles riesgos presenta la educación domiciliaria para el binomio identidad-pluralidad en el proceso de socialización para la formación de la ciudadanía? Este artículo es, por lo tanto, una investigación cualitativa basada en fuentes primarias y documentales, sitios web, así como en la literatura. Los resultados indican que la detección y clasificación se realizarán en defensa de la "buena socialización" propugnada por los homeschoolers y si el estado no fiscaliza, posibilidad completamente plausible, los riesgos de formación de burbujas sociales familiares son inminentes. Palabras clave: Homeschooling. Identidad. Pluralidad.