In 2020, the world discovers a new coronavirus disease (COVID-19). Faced with the rapid spread and the absence
of scientific treatments, public health measures are being tested. They are mainly linked to the reduction of population gatherings and the closure of gathering places. One of the institutions affected by the closure is the school. This closure is at the origin of the remodeling of relations between the different actors in education. How have the actors organized themselves to maintain consultation relationships in the context of the closure of classrooms? We have mobilized a socio-anthropological approach to answer this question. It consisted of conducting interviews with the various actors and observing their behavior during the time when classes were closed. Field work shows communication technologies have been mobilized to maintain contact between parents and teachers in the context of class closures. However, this attitude was not observed in all parents. The factor that made the difference in the behavior of parents of students was cultural capital. Thus, the time of the closure of schools in the dynamics of the fight against the disease was a time of revelation of social inequalities.

Burkina Faso, COVID-19, Parent-School Relations, Cultural Capital