Digital Equity in Brazilian Education: Challenges in Rural Schools
Digital Equity in Brazilian Education: Challenges in Rural Schools
DOI:
https://doi.org/10.51473/rcmos.v1i1.2025.874Keywords:
Digital Access, Artificial Intelligence, Rural Education, Teaching, Educational Resources.Abstract
This article presents reflections on the obstacles to digital access and the use of Artificial Intelligence (AI) in Brazilian education, focusing on its applicability in rural schools. Understanding the suitability of this perspective in pedagogical processes, given the specificities inherent to the common purpose of the Rural Education Policy, highlights the necessity of this study. The concern arises from the fact that this theme was linked to a discipline in the Doctorate in Educational Sciences: Technological Innovations and Education, relating it to an object of study in the process of delimitation and foundation, which is connected to Rural Education. It is essential to observe that the implementation of technologies must be accessible to those involved in educational processes. However, there are challenges related to its universalization in Brazilian education that need to be assessed. Methodologically, a bibliographic review was conducted following the conceptualization of Marconi and Lakatos (2003; 2017). Regarding Artificial Intelligence, reflective bases include Viccari (2023), Tavares (2021), Coutinho (2020), and CIEB - TECHNICAL NOTES #16 ARTIFICIAL INTELLIGENCE IN EDUCATION (USP). Temporally, this study was carried out in January 2025, in Asunción, Paraguay, at the headquarters of Universidad Del Sol. The results indicate that Brazilian education still lacks the necessary conditions for the proper adoption of this perspective in educational processes, given existing obstacles.
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Copyright (c) 2025 Joelma Santana Reis da Silva, Maria Edite Ferreira, Saulo Guimarães Santos, Dayvison Bandeira de Moura (Autor/in)
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