EFEITOS DA PANDEMIA DA COVID-19 NO DESEMPENHO ESCOLAR DE ESTUDANTES DO ENSINO MÉDIO EM ESCOLA PÚBLICA

Abstract

The pandemic has exacerbated socioeconomic inequalities and the lack of educational resources, making it difficult to adapt to remote learning. Problems such as lack of access to the internet and electronic devices, in addition to the emotional impacts of social isolation, have compromised the quality of learning, especially in subjects that depend on practical experiments or being developed in person. This study investigates the effects of the covid-19 pandemic on the academic performance of high school students in public schools, therefore, in the period between 2019 and 2023. The study used a quantitative approach, analyzing annual final averages and approval, failure and school dropout rates. The data were collected directly from the School Registry of the Instituto Federal Goiano – Campus Avançado Catalão, classified by major areas of knowledge and complemented by a literature review of scientific articles. The study concludes that the pandemic had a negative impact on high school education in public schools. The results showed that the aforementioned episode was significantly detrimental to students, as there was a drop in academic performance, especially in the area of knowledge of ‘Mathematics and its technologies’, being greater in the post- pandemic period, reaching the lowest level in 2023. The failure and dropout rates, on the other hand, were higher during the pandemic period, worsening with their worsening in 2021, especially in 1st year classes, probably due to the migration to remote teaching, when digital technologies and online teaching platforms were adopted to maintain the continuity of learning. After the pandemic, there was a partial recovery in academic performance, attributed to strategies such as hybrid teaching, tutoring, new assessment methodologies and emotional support for students and education professionals. However, technological and emotional difficulties persist, highlighting the need for inclusive educational policies and resilience in the educational system. It is recommended to continue using appropriate hybrid methodologies and emotional support for students and teachers to promote educational recovery and face future crises. The integration of educational technology and professional development of educators are essential to ensure quality education.