TEACHING ANALYSIS: VALUATION POLICIES, TECHNOLOGIES AND DIGITAL EQUITY

Abstract

This article examines how teacher valuation policies, the use of educational technologies, and the difficulties in accessing digital resources shape the teaching and learning processes in public schools. Semistructured interviews with two teachers and one student reveal contradictions between innovation discourses and the concrete realities of the classroom, highlighted even more during the pandemic. The findings indicate an urgent need for policies ensuring working conditions, ongoing professional development, and technological infrastructure, so that socioeconomic disparities do not undermine instructional practices. The conclusion is that a critical integration of Digital Information and Communication Technologies requires a rethinking of the school habitus, emphasizing teacher recognition and the pursuit of educational equity.