ABSTRACT
This research illustrates that socio-academic insecurities directly impacted the performance of the task of Brazilian researchers in training during the first weeks of the COVID-19 pandemic. This conclusion is based on data obtained through the application of a survey of 1.459 stricto sensu graduate students enrolled in all areas of knowledge classified by the Coordination for the Improvement of Higher Education Personnel (CAPES). For the construction of empirical evidence, Structural Equation Modeling (SEM) is used, calculated from the partial least squares. The results indicate that the insecurities in the development of academic activities, financial maintenance, interpersonal and psychological academic relationships configure the concerns of the participants and affect the performance of the task in terms of scientific writing, research activities, self-assessment and scientific reading and discussion. These results can be used as drivers of possible interference from educational institutions regarding social support for students during and after the COVID-19 pandemic, as the mental health and performance of these individuals are related to their insecurities. In addition, it can be configured as an advisory material that contributes to the structuring of socio-academic spaces in the face of the COVID-19 pandemic.