HOMESCHOOLING IN BRAZIL AND THE ACCESS TO TECHNOLOGIES TODAY: INCLUSION OR EXCLUSION?

Abstract

This article addresses the homeschooling theme in Brazil during the first two years of the COVID-19 pandemic period (2020 and 2021). During the pandemic, technological options have become the main way for students to access school content, due to the implementation of Emergency Remote Teaching. However, the lack of technological resources made it difficult for a significant part of students to continue their studies. Thus, our objective with this article is to ponder on homeschooling from the perspective of digital exclusion/inclusion, considering the extent to which homeschooling can be an inclusive practice in Brazil. In order to do that, in methodological terms, we developed this qualitative and theoretical-argumentative research. To support the proposed discussions, we resorted to a bibliographic review, analyzing different perspectives and opposing opinions that contribute to reflections on education and especially on digital exclusion and inclusion today. As a result of this study, we understand that home education can harm the development of students, since, among other factors, their socialization can be impaired. After this reflection, we emphasize even more (1) the need for investments to improve the quality of education in Brazilian public institutions and (2) the attention that society needs to have to reduce social inequalities that also reflect on access to education for a significant part of the population.