Implementation of educational policies and inequalities in pandemic contexts by COVID-19

Abstract

This project aims to produce scientific evidence to guide the development of strategies for the implementation of educational public policies that contribute to the educational challenges of the Coronavirus pandemic and to face possible future similar crises. In the context of the Covid-19 pandemic, the social distance adopted by most countries resulted in the closing of schools and universities. Emergency policies have been implemented in public and private education networks. The pandemic produced changes in the organization of work and in the relationship that educational institutions maintain with students, families and their communities. Students and teachers, as well as parents and the community in general, were not prepared for teaching and learning processes through the use of remote learning, carried out at home. There are differences in terms of computer access, internet connection, space at home and family support in the learning process. Families' income levels, geographic location and the urban or rural character of the educational establishments of the school units also influence the proposed solutions. This situation revealed a new face of inequalities in the educational system, which operates on a global level. This research will be organized around three countries (France, Chile and Brazil). In France and Brazil, there will be more than one thematic block, involving different institutions and researchers (professors and graduate students). The research approaches will be: 1) quantitative, aiming to measure incidence of school inequality; and, 2) qualitative, seeking to understand the action strategies with data collection through interviews, compilation of narratives and conducting conversations with children, as well as filming for classroom observation. (AU)