Resumo

GOMES, Fábio Alves; TORRES, Marck de Souza  e  VILLAR, Valter Luciano Gonçalves. Perverted inclusion: Higher education, pandemic, and socioeconomic inequality in Amazonas. Rev. Diálogo Educ. [online]. 2024, vol.24, n.80, pp.263-279.  Epub 29-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.080.ao06.

The sanitary and humanitarian crisis caused by the COVID-19 pandemic in Amazonas significantly impacted on various sectors of human activity, including education. This study analyzed how socioeconomic inequality, geographical challenges and public policy deficiencies in access and retention affected young interior state university students during the pandemic. The study included 143 university students aged between 18 and 44 years (mean of 23.5; standard deviation of 5.1), with 58.7% cisgender women and 40.5% cisgender men. Regarding race, 67.1% self-identified as mixed-race (brown), and 19% as indigenous. The results highlighted the difficulties arising from the geographical, socioeconomic, and psychosocial conditions faced by students during the pandemic. These challenges reveal subtle mechanisms in the dynamics of inclusion/exclusion, triggering feelings of anxiety, depression, and challenges in dealing simultaneously with the effects of the pandemic and remote learning. Therefore, it is concluded that it is essential to be attentive to the pitfalls of exclusion to avoid perverse inclusion and perpetuating of the status quo of oppression, invisibility, reproduction, and exacerbation of social inequalities in Amazonas. Continuous efforts are necessary to establish education in the Amazon region that promotes social justice.

Palavras-chave : Pandemic; Higher education; Inclusion; Amazonas..

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