DIGITAL TECHNOLOGIES IN COUNTRYSIDE’ SCHOOLS: ACCESS TO KNOWLEDGE OR DIGITAL EXCLUSION

Abstract

This article aimed to analyze the advances and limitations of the use of digital technologies in education offered in schools located in rural areas, based on documents that govern Basic Education, the School Census, and data from interviews conducted by the Formacampo’s Program. In contemporary times, the use of digital technological resources is an almost inseparable part of social and work relationships and access to scientific knowledge, making learning about these resources a collective necessity. However, after Law No. 15,100 (Brazil, 2025), which restricts the use of electronic devices in Basic Education institutions, new discussions have emerged about technological potential, as well as possible risks to students. To this end, an exploratory and bibliographic study was conducted, analyzing documents supporting the use of digital technologies in schools between 1961 and 2024, as well as programs, projects, and actions focused on this theme. Based on the data analyzed, a scenario of inequalities in access to digital resources in schools was evident, especially in those located in the countryside. Despite the benefits generated by digital technologies, their indiscriminate use can also reduce real learning opportunities.