Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente

Abstract

The construction of this much-needed digital intelligence to inhabit the contemporary world faces obstacles regarding asymmetries in the educational process, which unevenly permeate various social layers, significantly affecting the poorer and more vulnerable population composed of Black and mixed-race individuals. There are many difficulties for Black students to access the education system, as the majority reside in socially vulnerable regions that are often geographically inaccessible. Schools in these areas usually have infrastructure below the desired quality, particularly regarding digital resources such as connectivity (internet access). In addition to the issues related to the school environment, these students need more economical means to acquire electronic devices to support their studies outside of school. These restrictions contribute to a negative impact on student's performance throughout their educational journey. Compared to students from more socioeconomically privileged backgrounds who have access to various technological resources, this disparity in conditions creates a digital divide. This research aims to understand the impacts of this asymmetry, using a public school in the Metropolitan Region of Porto Alegre (RS) as the focal point. The guiding question of the research is: What pedagogical alternatives can be developed by the teachers of a Municipal Early Childhood Education School (EMEI) located in the Metropolitan Region of Porto Alegre to minimize the asymmetries resulting from the impacts of inequality in access to digital technologies for Black and mixed-race students attending this school? The applied research investigation used a case study and a survey-type review, with data collection conducted through questionnaires to the selected school's teachers and the analysis of demographic data obtained from the school's management entity. The practices and routines in the school were observed and documented during four meetings to correlate the teachers' testimonies with the observed practices in virtual or face-to-face classrooms. These results will help teachers and administrators develop actions that address this critical problem and seek alternatives within their context to minimize its effects