<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2183-3575</journal-id>
<journal-title><![CDATA[Comunicação e Sociedade]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicação e Sociedade]]></abbrev-journal-title>
<issn>2183-3575</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudos de Comunicação e Sociedade - Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2183-35752023000102006</article-id>
<article-id pub-id-type="doi">10.17231/comsoc.43(2023).4462</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios e Estratégias de Comunicação Digital Numa Organização Educativa em Portugal, no Período Pandémico COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges and Strategies of Digital Communication in an Educational Organization in Portugal, in the COVID-19 Pandemic Period]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miguel]]></surname>
<given-names><![CDATA[Inês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A3"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Márcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Portuguesa Faculdade de Ciências Humanas Centro de Estudos de Comunicação e Cultura]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitário de Lisboa ISCTE Business School Departamento de Marketing, Operações e Gestão Geral]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Europeia Faculdade de Design, Tecnologia e Comunicação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade da Beira Interior Faculdade de Ciências Sociais e Humanas Departamento de Sociologia]]></institution>
<addr-line><![CDATA[Covilhã ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade do Minho Instituto de Ciências Sociais Centro de Estudos de Comunicação e Sociedade]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>43</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2183-35752023000102006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2183-35752023000102006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2183-35752023000102006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A transformação digital, acelerada pela pandemia COVID-19, transformou a forma de comunicar das organizações educativas e suscitou um conjunto de desafios que compeliram à definição de estratégias de comunicação adequadas ao contexto de crise pandémica. Face a esta realidade o presente artigo tem como objetivo compreender como uma organização educativa em Portugal adaptou a sua comunicação, em 2020, ao longo de três períodos distintos: antes da pandemia (janeiro-março), no decorrer da pandemia/confinamento (março-junho) e no regresso às aulas (setembro-dezembro). Para além disso, procura identificar e refletir sobre os desafios e estratégias de comunicação adotadas nestes períodos. Para atingir os objetivos supracitados, foi realizado um estudo de caso numa organização educativa cujos dados foram recolhidos por via de um inquérito por questionário aplicado aos encarregados de educação e de entrevistas semiestruturadas a responsáveis e dirigentes. Os resultados indicam que o contexto de crise vivenciado no período de pandemia COVID-19 impulsionou o uso da comunicação digital, nomeadamente através de ferramentas digitais (blogue, Instagram, canal YouTube), reforçou o papel da comunicação na organização educativa em estudo e alterou profundamente a forma de comunicar entre os docentes/organização educativa e os/as encarregados/as de educação. Deste modo, considera-se pertinente a definição de planos estratégicos de comunicação de crise nas organizações de ensino, a continuidade em relação à implementação e utilização de novas tecnologias e ferramentas digitais de comunicação e o estudo de sistemas híbridos que visem aumentar a agilidade e interface presencial/distância.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The COVID-19 pandemic accelerated the digital transformation process, significantly changing how educational organisations communicate. These changes brought numerous challenges that required the development of suitable communication strategies within the context of the pandemic crisis. In light of this situation, the objective of this article is to investigate how an educational organisation in Portugal adjusted its communication strategies during three distinct periods in 2020: before the pandemic (January-March), during the pandemic and lockdown period (March-June), and the back-to-school phase (September-December). Furthermore, this study aims to identify and analyse the challenges faced by the educational organisation during these periods and explore the communication strategies implemented. A case study was conducted within the educational organisation to accomplish these objectives. Data were collected through a questionnaire survey to parents and semi-structured interviews with heads and directors of the organisation. The findings suggest that during the COVID-19 pandemic, the crisis context significantly increased digital communication, particularly through various digital platforms such as blogs, Instagram, and YouTube channels. This shift amplified the importance of communication within the educational organisation under study and resulted in profound changes in communication dynamics between the teachers/educational organisation and parents. Therefore, it is deemed crucial to establish strategic plans for crisis communication in educational organisations. Additionally, it is important to ensure the continued implementation and use of new technologies and digital communication tools. Moreover, hybrid systems that enhance flexibility and facilitate face-to-face and remote communication interfaces should be studied.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[organizações educativas]]></kwd>
<kwd lng="pt"><![CDATA[desafios]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[comunicação digital]]></kwd>
<kwd lng="en"><![CDATA[educational establishments]]></kwd>
<kwd lng="en"><![CDATA[challenges]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[digital communication]]></kwd>
</kwd-group>
</article-meta>
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