Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/18765 |
Resumo: | Faced with the scenario of social emergency triggered by the coronavirus pandemic in Brazil in 2020, which directly had an impact on the educational field, especially in the need to implement remote Learning as a strategy in public and private networks. In this context, the discussion emerges about how the use of digital technologies is being used in various educational contexts, especially in education in rural areas that historically highlights social and structural demands related to the process of digital exclusion. This problematic, highlighting the possibilities and challenges of using Information and Communication Technologies in distance Learning in the context of suspension of school activities and lockdown, brings in its core principles that guide the Brazilian public education as the offer of a universal, egalitarian and quality education. Based on surveys conducted between the years 2019 and 2021, an analysis of the situation of rural schools and households was carried out shortly before the lockdown. In this way, it was possible to measure and correlate how scientific indicators demonstrate that public policies for the insertion of digital technologies in rural schools in recent years have achieved ineffective results, especially in light of the resurgence of digital exclusion in the context of public education in Brazil. In this sense, there was a need for a broad theoretical and practical discussion about the agenda of public policies for digital inclusion, aimed at the expansion of Digital Technologies in rural schools. |
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Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil Educación a distancia en escuelas campo: una mirada a las tecnologías digitales en escuelas rurales y hogares de Brasil Ensino remoto nas escolas do campo: um olhar para as tecnologias digitais nas escolas e domicílios rurais do Brasil Digital TechnologiesRemote LearningRural SchoolsTeaching.Educación a DistanciaEscuelas RuralesEnseñanzaTecnologías digitales.Educação do campoEnsino remotoEnsinoTecnologias digitais.Faced with the scenario of social emergency triggered by the coronavirus pandemic in Brazil in 2020, which directly had an impact on the educational field, especially in the need to implement remote Learning as a strategy in public and private networks. In this context, the discussion emerges about how the use of digital technologies is being used in various educational contexts, especially in education in rural areas that historically highlights social and structural demands related to the process of digital exclusion. This problematic, highlighting the possibilities and challenges of using Information and Communication Technologies in distance Learning in the context of suspension of school activities and lockdown, brings in its core principles that guide the Brazilian public education as the offer of a universal, egalitarian and quality education. Based on surveys conducted between the years 2019 and 2021, an analysis of the situation of rural schools and households was carried out shortly before the lockdown. In this way, it was possible to measure and correlate how scientific indicators demonstrate that public policies for the insertion of digital technologies in rural schools in recent years have achieved ineffective results, especially in light of the resurgence of digital exclusion in the context of public education in Brazil. In this sense, there was a need for a broad theoretical and practical discussion about the agenda of public policies for digital inclusion, aimed at the expansion of Digital Technologies in rural schools.Ante el escenario de emergencia social desencadenado por la pandemia de coronavirus en Brasil en 2020, que tuvo un impacto directo en la educación, especialmente en la necesidad de implementar la educación a distancia como estrategia en las redes públicas y privadas. En este contexto, surge una discusión sobre cómo se está utilizando el uso de las tecnologías digitales en diferentes contextos educativos, especialmente en la educación rural, lo que históricamente evidencia demandas sociales y estructurales relacionadas con el proceso de exclusión digital. En este número, resaltando las posibilidades y desafíos del uso de las TIC en la educación a distancia en el contexto de la suspensión de las actividades escolares y el distanciamiento social, incorpora sus principios básicos fundamentales que orientan la educación pública brasileña como la oferta universal, igualitaria y de calidad. A partir de encuestas realizadas entre los años 2019 a 2021, analizamos la situación en la que se encontraban las escuelas y los hogares rurales poco antes de las medidas de aislamiento social. De esta manera, fue posible medir y correlacionar cómo los indicadores científicos demuestran que las políticas públicas para la inserción de tecnologías digitales en las escuelas rurales en los últimos años han logrado resultados ineficaces, especialmente en el contexto de una agravante exclusión digital en el contexto de la educación pública. En este sentido, es necesaria una amplia discusión teórica y práctica sobre políticas públicas de inclusión digital, orientadas a expandir las Tecnologías Digitales en las escuelas rurales.Diante do cenário de emergência social desencadeado pela pandemia do coronavírus no Brasil em 2020, que repercutiu diretamente na seara educacional, em especial na necessidade de implantar o ensino remoto como estratégia nas redes públicas e privadas. Nesse contexto, emerge a discussão sobre como o uso das tecnologias digitais estão sendo utilizadas em diversos contextos educacionais, sobretudo na educação do campo que evidencia historicamente demandas sociais e estruturais relacionadas ao processo de exclusão digital. Nessa problemática, destacar as possibilidades e os desafios da utilização das TIC no ensino remoto no cenário de suspensão das atividades escolares e distanciamento social, traz em seu bojo princípios basilares que norteiam a educação pública brasileira como a oferta de uma educação universal, igualitária e de qualidade. Com base em pesquisas realizadas entre os anos de 2019 a 2021, foi realizada uma análise da situação em que se encontravam as escolas e domicílios rurais pouco antes das medidas de isolamento social. Dessa forma, foi possível aferir e correlacionar como indicadores científicos demonstram que as políticas públicas de inserção das tecnologias digitais nas escolas do campo nos últimos anos têm alcançado resultados pouco eficazes, sobretudo, frente ao cenário de recrudescimento da exclusão digital no contexto da educação pública no Brasil. Nesse sentido, constatou-se a necessidade de uma ampla discussão teórica e prática acerca da agenda de políticas públicas de inclusão digital, voltadas à expansão das Tecnologias Digitais na/para a educação do campo.Research, Society and Development2021-08-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1876510.33448/rsd-v10i10.18765Research, Society and Development; Vol. 10 No. 10; e497101018765Research, Society and Development; Vol. 10 Núm. 10; e497101018765Research, Society and Development; v. 10 n. 10; e4971010187652525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/18765/17065Copyright (c) 2021 Milane Souza Santana; Roque Antonio Ferreira Lima Filho; Deyse Almeida dos Reishttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantana, Milane SouzaLima Filho, Roque Antonio FerreiraReis, Deyse Almeida dos2021-10-02T21:49:16Zoai:ojs.pkp.sfu.ca:article/18765Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:38:49.295125Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil Educación a distancia en escuelas campo: una mirada a las tecnologías digitales en escuelas rurales y hogares de Brasil Ensino remoto nas escolas do campo: um olhar para as tecnologias digitais nas escolas e domicílios rurais do Brasil |
title |
Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil |
spellingShingle |
Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil Santana, Milane Souza Digital Technologies Remote Learning Rural Schools Teaching. Educación a Distancia Escuelas Rurales Enseñanza Tecnologías digitales. Educação do campo Ensino remoto Ensino Tecnologias digitais. |
title_short |
Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil |
title_full |
Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil |
title_fullStr |
Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil |
title_full_unstemmed |
Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil |
title_sort |
Remote learning in rural schools: a look at digital technologies in rural schools and households in Brazil |
author |
Santana, Milane Souza |
author_facet |
Santana, Milane Souza Lima Filho, Roque Antonio Ferreira Reis, Deyse Almeida dos |
author_role |
author |
author2 |
Lima Filho, Roque Antonio Ferreira Reis, Deyse Almeida dos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santana, Milane Souza Lima Filho, Roque Antonio Ferreira Reis, Deyse Almeida dos |
dc.subject.por.fl_str_mv |
Digital Technologies Remote Learning Rural Schools Teaching. Educación a Distancia Escuelas Rurales Enseñanza Tecnologías digitales. Educação do campo Ensino remoto Ensino Tecnologias digitais. |
topic |
Digital Technologies Remote Learning Rural Schools Teaching. Educación a Distancia Escuelas Rurales Enseñanza Tecnologías digitales. Educação do campo Ensino remoto Ensino Tecnologias digitais. |
description |
Faced with the scenario of social emergency triggered by the coronavirus pandemic in Brazil in 2020, which directly had an impact on the educational field, especially in the need to implement remote Learning as a strategy in public and private networks. In this context, the discussion emerges about how the use of digital technologies is being used in various educational contexts, especially in education in rural areas that historically highlights social and structural demands related to the process of digital exclusion. This problematic, highlighting the possibilities and challenges of using Information and Communication Technologies in distance Learning in the context of suspension of school activities and lockdown, brings in its core principles that guide the Brazilian public education as the offer of a universal, egalitarian and quality education. Based on surveys conducted between the years 2019 and 2021, an analysis of the situation of rural schools and households was carried out shortly before the lockdown. In this way, it was possible to measure and correlate how scientific indicators demonstrate that public policies for the insertion of digital technologies in rural schools in recent years have achieved ineffective results, especially in light of the resurgence of digital exclusion in the context of public education in Brazil. In this sense, there was a need for a broad theoretical and practical discussion about the agenda of public policies for digital inclusion, aimed at the expansion of Digital Technologies in rural schools. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/18765 10.33448/rsd-v10i10.18765 |
url |
https://rsdjournal.org/index.php/rsd/article/view/18765 |
identifier_str_mv |
10.33448/rsd-v10i10.18765 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/18765/17065 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Milane Souza Santana; Roque Antonio Ferreira Lima Filho; Deyse Almeida dos Reis https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Milane Souza Santana; Roque Antonio Ferreira Lima Filho; Deyse Almeida dos Reis https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 10; e497101018765 Research, Society and Development; Vol. 10 Núm. 10; e497101018765 Research, Society and Development; v. 10 n. 10; e497101018765 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052753611063296 |