Inequalities in digital access in teaching learning in times of pandemic

Authors

Keywords:

access to education, technology-mediated education, COVID-19

Abstract

: Access to the teaching-learning process in this period of the COVID-19 pandemic has been mediated by technology. However, a question arises about the possibilities of access and inequality. Therefore, this study aims to investigate how digital access to the teaching-learning process of students with disabilities is happening in a public school in a municipality in Vale do Sinos/RS. It also aims to collect information about the number of students attended in public schools in that city; describe the levels of access and the possibilities offered for emergency remote care in the public network; to discuss, with support in the literature, the possibilities of digital access to the teaching-learning process of special education students. To this end, school management teams, regular education teachers and AEE teachers were asked to answer a questionnaire with open questions sent by Google Forms. The analysis of the collected data revealed that 80% of public school students access classes online and that the others receive printed material, for reasons described in the research. As for special education students, few access digital material and there is no specific program that covers people with disabilities

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Author Biography

Rosemari Lorenz Martins, Feevale

Graduated in Letters - Portuguese/German (University of Vale do Rio dos Sinos – Unisinos/1993) and in Pedagogy (Italian-Brazilian University Center/2021); Specialist in Text Linguistics (Unisinos/1996), in Clinical and Institutional Psychopedagogy and in Clinical and Institutional Neuropsychopedagogy (Faculty Metropolitan of the State of São Paulo/2021) and studying a specialization in Mentoring in Teacher Training (Feevale University and Tampere University – Finland / 2022-2023); Master in Communication Sciences, Semiotics concentration area (Unisinos/1999) and Doctor in Letters (Pontifical Catholic University of Rio Grande do Sul – PUC-RS/2013). She is currently coordinator and permanent professor of the Program in Cultural Diversity and Social Inclusion and professor of the Letters course at Feevale University. She works as a researcher in the research groups Languages ​​and Cultural Manifestations (Language Acquisition research line) and Informatics in Education (Information Technology Applied to Education research line). He has experience in the area of ​​Letters and Education, working mainly on the following topics: reading, language acquisition and literacy, school inclusion and linguistic variation and teaching. He guides and co-orientates undergraduate work, scientific initiation, Master's dissertations, Doctoral theses and Post-Doctoral projects.

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Published

2022-01-06

How to Cite

Souza, C. G. N. M. de ., & Martins, R. L. . (2022). Inequalities in digital access in teaching learning in times of pandemic. Rizoma, 11(1), 53-65. Retrieved from https://online.unisc.br/seer/index.php/rizoma/article/view/17753

Issue

Vol. 11 No. 1 (2022): “Telas demais? Leitura, escrita, educação e comunicação em tempos de tecnologias digitais”

Section

Artigos

License

A submissão de originais para este periódico implica na transferência, pelos autores, dos direitos de publicação impressa e digital. Os direitos autorais para os artigos publicados são do autor, com direitos do periódico sobre a primeira publicação. Os autores somente poderão utilizar os mesmos resultados em outras publicações indicando claramente este periódico como o meio da publicação original. Em virtude de sermos um periódico de acesso aberto, permite-se o uso gratuito dos artigos em aplicações educacionais e científicas desde que citada a fonte conforme a licença CC-BY da Creative Commons. Licença Creative Commons Creative Commons Atribuição 4.0 Internacional.