Santos Sandio Maciel Dos, da Silva Marcelino Silva, França Lobato Fábio Manoel, Francês Carlos Renato Lisboa
Graduate Program in Electrical Engineering, Federal University of Pará, Belém, Brazil.
Graduate Program in Electrical Engineering, Institute of Engineering and Geosciences, Federal University of Western Pará, Santarém, Pará, Brazil.
Front Big Data. 2025 Mar 12;8:1485493. doi: 10.3389/fdata.2025.1485493. eCollection 2025.
This study examines the impact of the COVID-19 pandemic on academic performance and student participation in the National High School Exam (ENEM) in the state of Pará, Brazil, focusing on the interaction between socioeconomic factors, access to technology, and regional disparities. The research employed a mixed-methods approach, analyzing quantitative data from ENEM results (2020-2022) and qualitative interviews with educators and students. The findings indicate that the pandemic exacerbated pre-existing educational inequalities, particularly affecting low-income students and those enrolled in public schools. The highest dropout rates were recorded among students with a family income of up to one minimum wage, highlighting the barriers posed by limited access to technology and infrastructure for remote learning. A statistical analysis revealed a 20% increase in scores among students with access to computers and the Internet, particularly in private schools. The study also found significant regional differences across Pará's mesoregions, with Marajó and Southeast Pará facing more persistent challenges in reducing dropout rates compared to the Metropolitan Region of Belém. These results underscore the urgent need for region-specific public policies that address disparities in educational resources, including targeted investments in digital infrastructure and teacher training for remote education. The study concludes that comprehensive support programs, including psychological assistance for students, are essential for building a more resilient and equitable educational system capable of withstanding future crises.
本研究考察了新冠疫情对巴西帕拉州学生学业成绩以及学生参加全国高中考试（ENEM）情况的影响，重点关注社会经济因素、技术获取与区域差异之间的相互作用。该研究采用了混合研究方法，分析了全国高中考试结果（2020 - 2022年）的定量数据，并对教育工作者和学生进行了定性访谈。研究结果表明，疫情加剧了先前存在的教育不平等现象，尤其影响了低收入学生和就读于公立学校的学生。家庭收入最高达一份最低工资的学生辍学率最高，这凸显了远程学习中技术和基础设施获取受限所带来的障碍。一项统计分析显示，能够使用电脑和互联网的学生成绩提高了20%，私立学校的情况尤为明显。该研究还发现，帕拉州各中区域存在显著的地区差异，与贝伦大都市区相比，马拉若岛和帕拉州东南部在降低辍学率方面面临更持久的挑战。这些结果强调了迫切需要制定针对特定地区的公共政策，以解决教育资源方面的差异，包括对数字基础设施的定向投资以及对远程教育教师的培训。该研究得出结论，包括为学生提供心理援助在内的综合支持计划，对于建立一个更具韧性和公平性、能够经受未来危机的教育系统至关重要。
