Special Regime of Non-Attendance Activities: covid19 pandemic deepening inequalities in early childhood education

• Autor(a) principal: Silva, João Vitor Santos
• Data de Publicação: 2021
• Outros Autores: Nunes, Klívia de Cássia Silva, Souza, Raquel Aparecida, Isobe, Rogéria Moreira Rezende, Rezende, Valéria Moreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Políticas em Debate
• Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/63453
• topic: Educação Infantil; Regime Especial de Atividades Não Presenciais; Tecnologias digitais; Desigualdade social; Early Childhood Education; Special Regime for Non-Attendance Activities; Digital technologies; Social inequality; L’éducation des enfants; Régime spécial pour les activités de non-participation; Technologies numériques; Inégalité sociale

This article is the result of a research that aimed to analyze the offer of the Special Regime of Non-Attendance Activities (distance learning) for early childhood education, from the perception of public-school teachers in Santa Vitória, a town in Minas Gerais. It was a qualitative research and the questionnaire was used for data collection. The results point to numerous challenges faced by teachers, among which the lack of objective conditions to make teaching viable must be highlighted since many teachers and students do not have access to quality internet and cannot always deal with digital applications and IT platforms. We  conclude that distance learning triggers the notorious process of digital exclusion because of the exacerbated social inequality in Brazilian society.