Disparities in Access to Basic Education in Brazil During the COVID-19 Pandemic

Abstract

The purpose of this article is to identify the implications of inequities in access to basic education (SDG 4) during the Coronavirus pandemic in Brazil, and their reflections on structural inequalities. The H-D method is used, focusing on early childhood education, since its deficits reflect on human development and the social exclusion of historically marginalised groups. Many structural inequalities are the consequence of inefficient allocations that limit the universalisation of basic schooling. Primary education, mainly childhood education, was made unfeasible in the educational portfolios of Brazilian governments throughout its conservative, authoritarian and participative history. The results of this study demonstrate that the sanitary crisis has exacerbated the inequalities linked to institutional racism and poverty (sub-citizenship) in the basic educational cycle, as the government during the crisis management did not provide mechanisms for an equal remote teaching and incentives for students. About 2/3 of OECD countries took investments in elementary education by reason of the impacts generated by the COVID-19, while the Brazilian government did not announce changes to investment in education. Children aged 6- 10 years were the most affected by educational exclusion and the majority were from unequal geographical areas. Therefore, considering the setback of the pandemic on the educational development of social minorities, and Brazilian status-quo, investment policies are recommended that correct the psychosocial and economic deficits generated by the crisis— filling in gaps related to learning poverty that will arise in the recovery period (postpandemic phases).



Author Information
João Pedro de Freitas Gomes, University of São Paulo, Brazil
Mariana Ramos Soares Beselga, University of Coimbra, Portugal
Matheus Lobo Custódio Duarte Maia, Pontifical Catholic University of Minas Gerais, Brazil

Paper Information
Conference: BCE2021
Stream: Education

This paper is part of the BCE2021 Conference Proceedings (View)
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