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Educational inequalities at the pandemic context: diagnosis and propositions for public policies

Grant number: 22/03935-0
Support type:Scholarships in Brazil - Post-Doctorate
Effective date (Start): June 01, 2022
Effective date (End): February 29, 2024
Field of knowledge:Humanities - Education
Principal researcher:Mauricio Ernica
Grantee:Cinthia Torres Toledo
Home Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
Associated research grant:21/08680-7 - Educational inequalities at the pandemic context: diagnosis and propositions for public policies, AP.R

Abstract

This research project aims to propose guidelines for public actions and policies directed to the reduction of educational losses and inequalities caused by the Covid-19 pandemic. this will be done through the description and understanding of three phenomena: i) the effects of the suspension of in-person classes on school permanence and learning inequalities; ii) the experiences of students and teachers in this context and iii) the responses of governments, schools and teachers. Given the global nature of the pandemic, six research teams are committed to approaching each particular object considering different realities. Two research teams are in the State of São Paulo, Brasil: one at Universidade Estadual de Campinas (UNICAMP) and Universidade de São Paulo (USP) and the other at the Carlos Chagas Foundation. Four are based abroad: at Western Sydney University, Australia; at the Université Libre de Bruxelles, Belgium; at the Universities of Bordeaux, Rouen and Toulouse, France; and at Mohammed V University in Morocco. The UNICAMP-USP team intends to characterize the experience of students returning to hybrid or in-person classes in order to understand the processes of converting social inequalities into educational inequalities, considering the articulation of class, gender and race in different territories in the city of São Paulo. The Carlos Chagas Foundation team will continue research in progress since 2020 on the perception by teachers, during the pandemic, of school dropout and the actions taken to mitigate this problem. In addition to proposing actions and policies based on empirical research, this project also aims to create regular exchanges between international teams.

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