With the worsening of the health crisis and the schools caused by the Covid-19 pandemic, children and adolescents in vulnerable situation have been left without access to education and food at home, highlighting a digital exclusion and worsening other socioeconomic inequalities. Among a variety of impacts of the public calamity on the education two have been more frequently pointed out by the survey TIC Educação 2020 carried out in partnership with school managers in Brazil: digital exclusion and food insecurity. The survey indicates that 86% of respondents mentioned that a lack of devices—such as computers and cell phones—and lack of internet access at students’ residences have been a major challenge during the pandemic period. Such adversity was even greater in municipal schools and those located in rural areas. According to 65% of the participants, another important obstacle faced by vulnerable students was related to food insecurity.* Considering the structural violation of rights, this article aims to demonstrate the normative problematization of labels such “child” and “adolescent”, applied to diverse “subjects” in a country marked by social inequality and plurality of demands. The article presents a critical analysis of the «being-child» and «being-teenager» under the light of Erving Goffman’s stigma concept, and defends, based on Nancy Fraser’s theory, the recognition of socially marginalized groups as an indispensable factor to the success of the public education policies aimed at childhood and adolescence.