Abstract
Brazilian education has faced a prolonged crisis, particularly in public schools. This situation worsened with the onset of the SARS-CoV-2 pandemic and its variants since March 2020. School closures exacerbated inequalities among teachers and students lacking access to technological resources necessary for the continuity of the teaching and learning process. Research conducted by non-governmental organizations and data from the Brazilian Ministry of Education highlight the inequality in access to digital technologies in education, reflecting the broader social inequalities affecting the most vulnerable populations. This study aims to analyze public education policies and understand the causes that led to the current state of public education concerning the use of digital technologies during remote learning, focusing on the Sisal territory in the semi-arid region of Bahia. The theoretical framework for this investigation includes studies on digital imperialism, discussed by researchers Shoshana Zuboff and Michael Kwet; pedagogical practices related to the use of digital technologies, based on studies by Professor Juana Sancho Gil; and digital inequality, through data from the Brazilian Internet Steering Committee and the theory of researcher Sue Watling. The theoretical-methodological approach involves documentary research to answer why Brazilian public education has been and remains so distant from digital technologies in the classroom.
Author Information
Daiane Mendes, Universidade Federal da Bahia, Brazil
Comments
Powered by WP LinkPress