A “experiência” e o “esperançar” na Educação Matemática durante a pandemia de COVID-19.

In order to preserve life, the measures to contain the COVID-19 pandemic have transformed our relationships with others and with the environment around us, which has affected the area of Education in different ways. The experiences in educational institutions have gone from face-to-face to virtual, which has changed the relationships between teachers and students and, of these, with the curricular content and with the spaces where one teaches and learns. On the one hand, teachers dedicated themselves to adapting their practices to work in these new environments; on the other, students and families reorganized to make homes the new place of learning. In this context, digital technologies were given an almost indispensable function, because it is through them that the nonphysical presence can slide into the virtual presence, necessary for the event of remote classes. For those excluded from internet access and equipment, a large part of Brazilian students, unfortunately remain the adaptations that are viable, such as learning through printed materials prepared by teachers. During part of the pandemic, face-to-face classes were completely suspended in all educational institutions; on the date this article was published, most Brazilian schools had already returned to face-to-face classes and the new challenge is the resumption for overcome the crisis. Mathematics Education, interested in research issues and teaching and learning processes, is concerned with debating the educational crisis linked to COVID-19, to reflect and act in the present and future reality. [ABSTRACT FROM AUTHOR]