Novos problemas para velhas estruturas: o encontro da pandemia de COVID-19 com a desigualdade e a precarização do ensino Brasileiro

Abstract

The present work sought to contextualize the Brazilian educational scenario presented during the period of the COVID-19 pandemic in the broader historical process of educational policy development in Brazil. Therefore, it carries out a historical analysis with a hermeneutical orientation focusing on educational equality and inequality’s production processes, placing Brazilian educational policies and experiences in the context of the pandemic in light of the educational structure. The analysis of the historical process demonstrates that a trajectory of advances and setbacks created a scenario of structural educational inequality, produced by government decisions, proposals and policies focused on education, in a context influenced by multiple economic, social, and cultural agents. The scenario of precarious educational access and quality for a large portion of the population shaped the educational policies adopted during the pandemic, which intensified several of the pre-existing structural problems. It concludes that the problems of access, permanence, and quality experienced during the pandemic were not an isolated event, but linked to the guidelines historically adopted for Brazilian education.