Children’s vulnerability, right to the city, digital culture, and education in the context of the COVID-19 pandemic

The COVID-19 pandemic demanded emergency measures for the continuity of family dynamics, educational processes, and work. Several rights traditionally upheld by social movements were threatened, such as the right to the city, health care, and education. A context characterized by social isolation saw increased children’s vulnerability related to digital culture. This article aims to discuss how to address children’s vulnerability, relating it to the right to the city and education in the context of the COVID-19 pandemic. This is an online and analytical qualitative, exploratory research using bibliographic research and institutional documents and reports. The results indicate the importance of the roles of public authorities, the school (through teacher training and curriculum), and the family as elements that propose, facilitate, and enable strategies for addressing this issue.

Keywords
children’s vulnerability; digital culture; right to the city; pandemic; education