A exclusão digital e educacional brasileira no período pandêmico.

Abstract

The present work aims to analyze the inequalities in the access to digital technologies by Brazilian population, and the consequences to study accessibility, considering the remote schooling transition , promoted by the Pandemic containment measures. Meanwhile, this research utilized a qualitative methodology, based on a bibliographic analysis, and regarding authors that study the theme of digital exclusion in education. In that perspective, was verified that poor population are not actively integrated in the informational process, having absense of access to digital equipment and connectivity, also not having the basic knowledge of how to use such tools. Furthermore, students and teachers are not universally familiarized with the technologies, as it was expected to guarantee the effectiveness of remote classes, contributing to an intensification of school abandonment process, demonstrating the need for active public policies, strategies, financial support and qualification for the use of informational technologies in order to contribute for a social development with less inequalities between social classes, to guarantee the social right for education.