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THE EFFECTS OF COVID-19 PANDEMIC ON THE ACTIVITIES AT PRÉ-VESTIBULAR SOCIAL TEOREMA: AN ANALYSIS OF EDUCATIONAL INEQUALITY IN BRAZIL

B. de Castro, S. Ribeiro , P.C. Dos Santos , J. Jasmim , C. Prins, A. De Carvalho 

Universidade Estadual Norte Fluminense Darcy Ribeiro (BRAZIL)
Pré-Vestibular Social Teorema is an extension project at Universidade Estadual do Norte Fluminense (UENF). It aims at rendering a more democratic means of access to higher education of good quality to students with a public education background, who have finished (or are about to finish) their secondary education studies and intend to follow higher education courses at either private or public universities in the state of Rio de Janeiro. Besides widening the access to higher educational to historically excluded social classes. Pré-vestibular Teorema is also an environment where individuals in the course of obtaining a postgraduate degree at UENF can use and enhance their teaching skills as trainees, so that it contributes to their qualification. Covid-19 increased many social problems; among them, educational inequality. The demand for social distance interrupted presential lessons and the institutions had to change and adapt quickly to new aids, so that they would be able to continue providing educational activities through remote or distance education tools and platforms, either using live lessons or other distance education mechanisms. Nevertheless, in the daily activities of Pré-vestibuar Social Teorema difficulties appeared in the same rate as the changes and adaptation were implemented. Thus, the objective of present research is to analyze the impacts of COVID-9 pandemic on the academic life of the students in Pré-vestibular Social Teorema by means of a review of bibliography and also by applying electronic questionnaires to the students The results showed that among the 70 students that answered the questionnaires, 67,4% kept attending the classes, although 100% of them reported having problems, such as: web connection problems, difficulties with electronic devices and apps, besides the adaptation to the virtual environment. The analyses of the results may contribute to the discussion on educational inequality and cast light on the difficulties and bring about viavle solutions to overcome such obstacles.