POST-PANDEMIC EDUCATION IN ANGOLA AND BRAZIL: CHALLENGES IN SITUATIONS OF SOCIAL VULNERABILITY

This article aimed to identify the national education policies in Angola and Brazil between 2020 and 2022, during the COVID-19 pandemic, and point out trends for post-pandemic education in these countries, especially considering the inequalities that mark their social reality. The methodology consisted of documentary research on the websites of official bodies in both countries, and the data analysis was developed based on the theoretical framework of comparative education. The results highlight both dissonant and convergent aspects between the policies developed by Angola and Brazil during the COVID-19 pandemic, considering their social and economic realities, particularly the difference in the political organization of these countries. In spite of the unitary character of the Angolan State and the Federative constitution of the Brazilian State that influenced the organization of national policies during the pandemic period, the trends for post-pandemic education in both countries point to policies that, despite the social inequalities that are reflected in school reality, place centrality on technologies as educational solutions, in a global movement, which presented an opportunity for Ed-Tech companies to enter new geographic areas, contributing to the control of school work and the privatization of public resources for education.