Pandemia de covid-19: uma análise geopolítica

Abstract

Resumo A partir de uma reelaboração crítica das categorias analíticas gramscianas de guerra de posição e de guerra de movimento, em uma perspectiva interescalar, analisam-se as diversas estruturas de poder e como elas se posicionam diante da crise mundial e busca de hegemonia. Tais perspectivas apontam a crise sanitária como uma questão geopolítica e evidenciam as estratégias de instâncias supraestatais (como a Organização Mundial do Comércio, a Organização Mundial da Saúde e a Organização Internacional do Trabalho), de Estados e de grupos econômicos setoriais que expressam as relações de poder, assim como as determinações territoriais que se desenvolvem sobre uma fragmentada sociedade civil, particularmente as camadas mais vulneráveis (povos originários, camponeses e comunidades negras), tendo como centralidade a produção da forma de valor.

Transforming global health education during the COVID-19 era: perspectives from a transnational collective of global health students and recent graduates

“…While some of these challenges went beyond adaptive capacity or control of academic institutions themselves, they illustrate the impact of complex geopolitical tensions and the politics of GH on access and quality of GHE and training. 42 43 Evidently, the disruptions to learning caused by the COVID-19 pandemic do not exist in isolation and one must systematically consider all the factors at play. For existing inequities, the pandemic further exacerbated the issues at hand and demonstrates the necessity of addressing systemic issues within Rreservation borders or within the bounds of sovereign Indigenous Nationhood.…”

“…In other cases, the pandemic combined with other crises—such as civil unrest, financial collapse and war—deepened the already existing educational divide among students, which also manifested in GHE. While some of these challenges went beyond adaptive capacity or control of academic institutions themselves, they illustrate the impact of complex geopolitical tensions and the politics of GH on access and quality of GHE and training 42 43. Evidently, the disruptions to learning caused by the COVID-19 pandemic do not exist in isolation and one must systematically consider all the factors at play.…”