The paper adopts a social constructionist perspective to explore how organization is emerging through meanings constructed. In this context organization becomes meaningful as a result of the interaction between its members. A significant metaphor dealing how sense is made in organization is sensemaking. Starting with a brief literature review on this remarkable metaphor the purpose of paper is to emphasize the potential influence of sensemaking in organizational development, specifically on changing process, decision making, and emotions. Sensemaking pays attention to conversations' context, and introduces fresh ideas for meaning making associated with the experience of interacting with others. A key element in this ongoing process is language used in organization allowing the accomplishment of other new interpretations and possibilities to discover effective practices for organizational development. Finally, the paper suggests some further directions emphasizing the reflection of self relational in constructing meanings as a predictable way for organizational knowledge, learning and change.

The paper adopts a social constructionist perspective to explore how organization is emerging through meanings constructed. In this context organization becomes meaningful as a result of the interaction between its members. A significant metaphor dealing how sense is made in organization is sensemaking. Starting with a brief literature review on this remarkable metaphor the purpose of paper is to emphasize the potential influence of sensemaking in organizational development, specifically on changing process, decision making, and emotions. Sensemaking pays attention to conversations' context, and introduces fresh ideas for meaning making associated with the experience of interacting with others. A key element in this ongoing process is language used in organization allowing the accomplishment of other new interpretations and possibilities to discover effective practices for organizational development. Finally, the paper suggests some further directions emphasizing the reflection of self relational in constructing meanings as a predictable way for organizational knowledge, learning and change.  Keywords: co-constructing; emergence; ongoing process;  sensemaking;  social constructionism

The paper presents the potential of sensemaking in social construction of organization, especially in times of uncertainty, generated by Covid-19 pandemic. The perspective is based on the social constructionism and explores the implications of sensemaking in organizational context. The paradigm of social constructionism is interested in dialogue and relations between members of organizations in the process of producing meaning in social interactions. In this context, sensemaking provides a significant influence in the process of organizing and leads the members to develop new ideas and discover effective practices, helping them to face the challenges encountered. Finally, the paper suggests the sensemaking as being a useful resource in creating a common map, providing hope, confidence, that may conduct to more effective action for rethinking the activities in situations of safety and trust.

The paper brings into discussion the importance of digital competence in education. Since the pandemic caused by the virus SARS-CoV-2, the need of doing online education has become essential for remote learning. It is widely known that online education provides opportunities for children, and it allows them to have access to more information. Within this new context, the situation shows us obvious gaps in education. Many children without appropriate devices weren't able to participate on lessons, parents were overwhelmed, and a lot of teachers faced different challenges: how to adapt the curriculum, how to create interactive interactions and ensuring daily wellness, how to motivate children to participate, how to keep in touch with vulnerable children. In this line, the paper presents the importance of developing digital competence for improving the remote learning experience, including families, children and school staff, thus providing a quality inclusive education.