Ensino remoto: o antagonismo digital em escolas rurais

Abstract

This article offers a bibliographical study regarding school teaching during the COVID-19 pandemic, focusing on new technologies, supported by the descriptive and interpretative effort of education in rural schools in the municipality of Quaraí-RS, in the period between the years 2020 and 2021. It extends the discussions to the existing technological disparities in that school environment that were decisive factors in the introduction of remote teaching and that directly affected the teachinglearning process in those communities. The research pays attention to the school dropout process of young people as a localized phenomenon that may be linked to the unattractive and less advantageous school environment in relation to others that provide a higher income and more practical knowledge, such as working informally in small rural properties with the support of the family. The educational structure, in peripheral and rural schools, for the most part, was linked to the last century and received some young people from the digital generation with diverse information, clamoring for a new education, and others, without access to any technology, given the diversity of worlds in the school environment in even greater evidence at that historical moment. Access to the global computer network and new technologies is not possible in most of these peripheral and rural locations, nor for many of these young people, therefore, the article highlights the strategies of the municipal education network of Quaraí to meet the different demands that surround the school environment with the aim of building a quality education for everyone, including those young people who had no telephone or internet signals and/or who lived in distant regions where remote education arrived only by school transport.