Education in times of COVID-19: the (im)permanence of the use of technologies in schools

Abstract

This article aims to carry out a critical analysis, problematizing the (de) structuring of school processes through the virtualization of Brazilian education in times of pandemic. This scenario has pointed to a worsening of the social inequalities crossed by the meritocratic contexts in vulnerable populations in the face of a noticeable lack of effective institutional support from the State for an articulation that strengthens equal conditions of education for all. We guided our debate from a bibliographic search of normative documents, essay articles and journalistic materials that guide education in the pandemic, observing the migration of school processes to the virtual mode of remote access, our time frame covers the period from March to May of 2020. We do not seek here to establish hasty closings from a moment that we are still experiencing, but to elaborate reflections on the social function of the school, the maintenance of the link with the institution, as well as observing the inequities that cross this space.