Identifying public policy indicators to reduce educational, scientific-technological, racial, gender and socioeconomic inequalities during pandemic periods through scientific research and extension activities with interdisciplinary tools from complex dynamic systems, human and applied social sciences*

This work analyzes the impact of the pandemic on education and teaching-learning methods, as well as the experiences of students and teachers, both outside and within the educational environment. Research and extension activities with several scientific experiments, including physics, were carried out at some public schools from a region in the northeast of Brazil, and used to seek indicators that can reduce educational, scientific-technological, racial, gender and socioeconomic inequalities, aiming for a better quality of life and development, aligned with the Sustainable Development Goals (SDGs). The work was able to obtain informations about pandemic, education, science and technology, and emotional, socioeconomic issues of students and teachers by using theoretical basis of complex dynamic systems, and quali-quantitative data analysis. The reports highlighted inequalities worsened by the isolation due to precarious access to technology, education, health and by difficulties in adapting to remote teaching caused by the lack of evaluation methods, technologies, teaching materials and teacher training really appropriated, effective and standardized. The analyzes point to the need of improvements of public policies that ensure better quality of education and the well-being of students and teachers.