BETWEEN CONNECTIVITY AND EXCLUSION: CHALLENGES OF PUBLIC POLICIES FOR DIGITAL INCLUSION IN BRAZILIAN PUBLIC SCHOOLS
Abstract
This study critically examines the challenges faced by public schools in implementing digital inclusion public policies in the post-pandemic context. Based on a narrative literature review covering scientific publications from 2020 to 2025, the analysis is structured around four central dimensions: structural inequalities, policy governance, teacher professional development, and sustainability of digital initiatives. Findings indicate that digital exclusion is a multidimensional phenomenon intertwined with socioeconomic and territorial disparities that shape both access to and quality of technology use. Policies focused solely on infrastructure provision show limited impact when not integrated with continuous teacher training, intersectoral planning, and systematic evaluation mechanisms. The study further highlights that the absence of financial sustainability and coordinated governance undermines the consolidation of digital initiatives within public education systems. It concludes that digital inclusion must be understood as a structural equity policy requiring a systemic approach that integrates infrastructure, professional development, governance alignment, and ongoing monitoring. Only through such comprehensive integration can connectivity be transformed into meaningful learning opportunities and contribute to reducing long-standing educational inequalities.
Author Biography
Graduado em Geografia e Direito. Mestre em Ciências Jurídicas. Doutor em Ciências da educação.
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