<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742025000100508</article-id>
<article-id pub-id-type="doi">10.1590/1980531411093</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IMPACTOS DA COVID-19 NA EDUCAÇÃO DE JOVENS E ADULTOS: UMA REVISÃO DE LITERATURA]]></article-title>
<article-title xml:lang="es"><![CDATA[IMPACTOS DEL COVID-19 EN LA EDUCACIÓN DE JÓVENES Y ADULTOS: UNA REVISIÓN DE LA LITERATURA]]></article-title>
<article-title xml:lang="fr"><![CDATA[IMPACTS DU COVID-19 SUR L&#8217;ÉDUCATION DES JEUNES ET DES ADULTES: UNE REVUE DE LA LITTÉRATURE]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPACTS OF COVID-19 ON YOUTH AND ADULT EDUCATION: A LITERATURE REVIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carreira]]></surname>
<given-names><![CDATA[Denise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pierro]]></surname>
<given-names><![CDATA[Maria Clara Di]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742025000100508&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742025000100508&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742025000100508&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensaio sintetiza resultados de uma revisão de literatura do período 2020-2023 sobre os impactos da covid-19 na educação de pessoas jovens e adultas no Brasil, com atenção especial aos obstáculos à fruição desse direito humano e às respostas geradas pelas políticas educacionais. A análise sugere que o potencial da educação de jovens e adultos (EJA) não foi mobilizado pelas políticas públicas na mitigação dos efeitos da pandemia de covid-19. A crise sanitária acirrou o movimento em curso de desmonte e invisibilização das políticas da EJA, bem como a desarticulação das três esferas de governo. Apesar dos esforços e da criatividade dos educadores, a adoção do ensino remoto emergencial sem os suportes requeridos aprofundou as desigualdades socioeducacionais preexistentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El ensayo sintetiza los resultados de una revisión de la literatura del período 2020-2023 sobre los impactos de la covid-19 en la educación de jóvenes y adultos en Brasil, con especial atención a los obstáculos para la disposición de este derecho humano y a las respuestas generadas por las políticas educativas. El análisis sugiere que el potencial de la educación de jóvenes y adultos (EJA) no fue movilizado por las políticas públicas para mitigar los efectos de la pandemia de covid-19. La crisis sanitaria intensificó el movimiento en curso para desmantelar e invisibilizar las políticas de la EJA, así como la desarticulación de las tres esferas del gobierno. A pesar de los esfuerzos y la creatividad de los educadores, la adopción de la enseñanza remota de emergencia sin el apoyo necesario profundizó las desigualdades socioeducativas preexistentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet étude synthétise les résultats d&#8217;une analyse documentaire réalisée entre 2020 et 2023 sur les impacts du Covid-19 sur l&#8217;éducation des jeunes et des adultes au Brésil, elle accorde une attention particulière aux obstacles ayant entravé la jouissance de ce droit humain et les réponses apportées par les politiques éducatives. L&#8217;analyse suggère que le potentiel de l&#8217;éducation des jeunes et des adultes (EJA) n&#8217;a pas été suffisamment exploité par les politiques publiques pour atténuer les effets de la pandémie de Covid-19. La crise sanitaire a exacerbé le démantèlement et l&#8217;invisibilisation des politiques relatives à l&#8217;EJA, ainsi que la désarticulation des trois sphères de gouvernement. Malgré les efforts et la créativité des éducateurs, l&#8217;adoption d&#8217;une «éducation à distance d&#8217;urgence» sans le soutien nécessaire a aggravé les inégalités socio-éducatives préexistantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay summarizes the results of a literature review from 2020 to 2023 on the impacts of Covid-19 on the education of young people and adults in Brazil, with special attention to obstacles to the enjoyment of this human right and the responses generated by educational policies. The analysis suggests that the potential of youth and adult education (EJA) was not mobilized by public policies to mitigate the effects of the Covid-19 pandemic. The health crisis has intensified the ongoing movement to dismantle and make invisible EJA policies and the disarticulation of the three spheres of government. Despite the efforts and creativity of educators, the adoption of emergency remote teaching without the required support has deepened preexisting socio-educational inequalities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EDUCAÇÃO DE JOVENS E ADULTOS]]></kwd>
<kwd lng="pt"><![CDATA[PANDEMIA]]></kwd>
<kwd lng="pt"><![CDATA[DESIGUALDADES SOCIOEDUCACIONAIS]]></kwd>
<kwd lng="pt"><![CDATA[POLÍTICAS PÚBLICAS]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN DE JÓVENES Y ADULTOS]]></kwd>
<kwd lng="es"><![CDATA[PANDEMIA]]></kwd>
<kwd lng="es"><![CDATA[DESIGUALDADES SOCIOEDUCATIVAS]]></kwd>
<kwd lng="es"><![CDATA[POLÍTICAS PÚBLICAS]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION DES JEUNES ET DES ADULTES]]></kwd>
<kwd lng="fr"><![CDATA[PANDÉMIE]]></kwd>
<kwd lng="fr"><![CDATA[INÉGALITÉS SOCIO-ÉDUCATIVES]]></kwd>
<kwd lng="fr"><![CDATA[POLITIQUES PUBLIQUES]]></kwd>
<kwd lng="en"><![CDATA[YOUTH AND ADULT EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[PANDEMIC]]></kwd>
<kwd lng="en"><![CDATA[SOCIO-EDUCATIONAL INEQUALITIES]]></kwd>
<kwd lng="en"><![CDATA[PUBLIC POLICIES]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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