Quem continuou estudando durante a pandemia? Uma análise interseccional com estudantes periféricos

Cinthia Torres Toledo; Marília Pinto de Carvalho; Mauricio Ernica

doi:10.1590/SciELOPreprints.12893

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Cinthia Torres Toledo State University of Campinas (UNICAMP) https://orcid.org/0000-0002-0238-7937
Marília Pinto de Carvalho University of São Paulo https://orcid.org/0000-0003-1029-4084
Mauricio Ernica State University of Campinas (UNICAMP) https://orcid.org/0000-0001-9911-7011

DOI:

https://doi.org/10.1590/SciELOPreprints.12893

Keywords:

pandemic, student experience, intersectionality, educational inequalities

Abstract

This article analyzes students’ experiences with continuing their studies during the pandemic. Based on research in two public schools in the outskirts of São Paulo, using interviews, observations, and document analysis, the study shows that most children did not continue studying at home. Those who did were mainly girls from the upper segments of the working class, with a relative advantage for white girls. The findings highlight the social processes behind the deepening of educational inequalities and the need to address pandemic impacts across class, gender, and race.

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Author Biographies

Cinthia Torres Toledo, State University of Campinas (UNICAMP)

PhD in Education from the University of São Paulo (FEUSP), with a Master’s degree in Education and a licentiate degree in Pedagogy from the same university. She completed her postdoctoral studies at the University of Campinas (Unicamp) and was a visiting researcher at the School of Education at Western Sydney University (Australia, 2023). She undertook a doctoral internship at the University of Toronto, funded by the Research Internship Abroad Program (BEPE - FAPESP). She is a member of the Study Group on Gender, Education, and Sexual Culture (EdGES-USP) and the Research Group on Education, Institutions, and Inequalities (Focus-Unicamp). Her research lies in the field of the Sociology of Education, with a focus on educational inequalities, gender, and everyday school life. She has worked as a teacher in the early years of primary education in both public and private schools.

Marília Pinto de Carvalho, University of São Paulo

Holds a bachelor's degree in History from the University of São Paulo (1985), a master's degree in Education from the Pontifical Catholic University of São Paulo (1991), and a PhD in Education from the University of São Paulo (1998). Currently, she is an Associate Senior Professor (Livre Docente) at the School of Education of the University of São Paulo. Her research focuses on Education and Gender Relations, particularly within school education, with an emphasis on teaching in the early years of primary education and gender differences in academic performance between boys and girls. She was the editor-in-chief of the journal Educação e Pesquisa from 2004 to 2006 and currently serves as its assistant editor. She is co-coordinator of the Gender, Education and Sexual Culture Studies Group (EdGES). From 2003 to 2023, she held a CNPq Level 1 Research Productivity Fellowship.

Mauricio Ernica, State University of Campinas (UNICAMP)

Docente do Departamento de Educação, Conhecimento, Linguagem e Arte (Delart) da Faculdade de Educação da Unicamp. Foi coordenador-Geral de Equidade Educacional da SECADI/MEC. Graduou-se em Ciências Sociais (USP, 1995), é mestre em Antropologia Social (Unicamp, 1999) e doutor em Linguística Aplicada e Estudos da Linguagem (PUC-SP, 2006), tendo realizado parte de sua formação na Faculdade de Psicologia e Ciências da Educação da Universidade de Genebra (2004-2005). Foi pesquisador convidado na Sciences Po (2022). De 1995 a 2012 atuou em projetos de intervenção e pesquisa em organizações da sociedade civil, especialmente o Cenpec - Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária e a Fundação Tide Setubal. De 2012 a 2013 foi professor da Universidade Federal de São Paulo - Campus Osasco. Seus temas de interesse são: educação, cultura e desigualdades.