Desigualdades educacionas aprofundadas no contexto da pandemia da COVID-19: um estudo das vivências de estudantes do ensino fundamental e médio de uma escola pública da periferia de Belo Horizonte - MG

Abstract

The research in question investigates the impacts of the Covid-19 pandemic on the schooling processes of students at the Ana Pessoa da Silva State School, located in Belo Horizonte, through the experiences reported by students in the 7th grade of Ele- mentary School II and the 2nd year of High School. Substantial evidence, already highlighted by national and international organizations, indicates the worsening of so- cial and educational disparities due to the pandemic and its implications for the schooling of children and young people from the lower classes. This research, with a qualitative approach, aims to contribute to this understanding by bringing to light the experiences of students and a teacher, subjects directly involved in everyday school life, in dialogue with authors who discuss educational inequalities (Bourdieu, 1992; Nogueira, 2010; Santos, 2000; Crenshaw, 2012; Gomes, 2020), inequalities pro- duced in territorial contexts (Andrade and Silveira, 2013 and Sant’ana, 2009) and ag- gravated by digital inequalities (Grossi, Costa, Santos, 2016; Santos, 2000; Freire, 1996; Ribeiro, 2020). To analyze the intersection of the various dimensions of in- equalities in the pre- and post-pandemic context, the research contextualizes the ed- ucational institution based on local sociodemographic indicators, as well as the school's specific educational indicators, and then delves deeper into a review of the academic literature that allowed the subjects to be heard. This listening was carried out through group interviews, individual comprehensive interviews, and writings of life. After a hermeneutic analysis, the results of the research indicated that schooling under the conditions imposed by social isolation made digital inequality explicit, con- stituted by the scarcity of technological equipment and limited digital literacy. The questions raised also showed that, in the complexity of the scenario designed, there is an intertwining and intersection of inequalities.