Este trabajo tiene como objetivo problematizar los impactos de la pandemia Covid 19 en la escuela primaria de la Red de Educación Municipal de Campinas (RMEC) considerando un breve análisis comparativo entre dos escuelas municipales en cuanto al desempeño o no de las actividades no presenciales ofrecidas por ellos, a la luz de la legislación educativa vigente y, principalmente, desde la discusión propuesta en una educación comparada con un enfoque complejo y sistémico, desde los choques pedagógicos y políticos para la democratización de la enseñanza, desde el uso de datos de forma contextualizada y no solo como portadores de una racionalidad neutra e incuestionable y los elementos de un modo de existencia estético presentes en los documentos y acciones implementadas en el contexto del cierre de escuelas por la Pandemia Covid 19.

This work aims to problematize the impacts of Pandemic Covid 19 in the elementary school of the Municipal Education Network of Campinas (RMEC) considering a brief comparative analysis between two municipal schools regarding the performance or not of non-classroom activities offered by them, in the light of the educational legislation in force and, mainly, from the discussion proposed in a comparative education with a complex and systemic approach, from the pedagogical and political clashes for the democratization of teaching, from the use of data in a contextualized way and not only as carriers of a neutral and unquestionable rationality and the elements of an aesthetic mode of existence present in the documents and actions implemented in the context of the closure of schools due to the Covid Pandemia 19.

This work aims to problematize the impacts of Pandemic Covid 19 in the elementary school of the Municipal Education Network of Campinas (RMEC) considering a brief comparative analysis between two municipal schools regarding the performance or not of non-classroom activities offered by them, in the light of the educational legislation in force and, mainly, from the discussion proposed in a comparative education with a complex and systemic approach, from the pedagogical and political clashes for the democratization of teaching, from the use of data in a contextualized way and not only as carriers of a neutral and unquestionable rationality and the elements of an aesthetic mode of existence present in the documents and actions implemented in the context of the closure of schools due to the Covid Pandemia 19.