Resilience, Vulnerability And Inequality In Immigrant Children During The Covid 19 Pandemic

During the global pandemic, the perception of vulnerability was experienced to some degree by everyone, although some narratives report some social groups being more affected than others. In this contribution, considering the concepts of “vulnerability” and “resilience”, we have tried to analyze the condition of migrant children at school. From the concepts highlighted, the scenario expands, investigating emotions, reactions, and social needs implied in the emergency dimension. We wanted to explore the “school community” area, in which the subject inserts himself and acts in the emergency conditions, through some testimonies in the field. We asked ourselves about the “pre” e “post” pandemic, identifying different phases of the social emergency. Then, we have tried to investigate distance learning between native and young immigrants, attempting to clarify the causes that have exacerbated the scholastic disadvantage. We questioned ourselves about the vulnerability and the role of the latter in relation to social change in the educational context. In recent decades, migration policy has built a construct of vulnerability, which has also permeated the school context, defining different categories of immigrants, and producing a stratification for access to services (Campomori & Caponio, 2014). The pandemic has exacerbated the processes of exclusion, crossing socioeconomic possibilities with different social actors (Stojkoski, et al., 2020); intersecting the institutional vacuum in education with crises management as a whole; while medical and legal assistance services for migrants were interrupted. Therefore, this paper explores the inequality through the lens of the pandemic emergency and the pre-existing disadvantage of Covid-19.