Ficando para trás?: desigualdades educacionais no contexto da pandemia de Covid 19

Abstract

This research investigates educational inequalities in the context of the Covid-19 pandemic, focusing on the impacts of socioeconomic and demographic conditions on students' adaptation to remote education and their engagement with school activities throughout this period. Measures of social isolation have brought profound changes in education, exposing and exacerbating structural inequalities that have impacted students and families in different ways. Using data from Pnad Covid, which is part of the Experimental Statistics category produced by Instituto Brasileiro de Geografia e Estatística (IBGE), the research analyzes how variables such as gender, race, parental educational level and family income have shaped the educational experience in this context. The results show that parental educational attainment and family income have the greatest impact on student engagement and dedication to school activities during remote education. As these variables increase, with more educated parents and those belonging to the highest income deciles, there is a significant increase in the hours dedicated to school activities and in carrying out assigned tasks. While differences related to gender and race are also present, such as the higher commitment of women compared to men and the greater engagement among white students compared to Black students, these inequalities are less significant in this specific context. Socioeconomic conditions, especially parental educational level and income, are the main determinants of educational opportunities and adaptation to remote education.