THE IMPOSITION OF DIGITAL CULTURE IN BRAZILIAN EDUCATION DURING THE COVID-19 HEALTH CRISIS AND THE EXCLUSION OF SERTANEJOS, INDIGENOUS, AND QUILOMBOLAS

Abstract

The COVID-19 global health crisis has impacted the Brazilian education system, constituting a real concern for science education research. What are the relationships imposed by analog and digital subcultures on virtual educational relationships in a multicultural classroom in the Sertão region of Pernambuco, during the COVID-19 pandemic? In pursuit of this problem, we aimed to analyze the intercultural relationships between analog and digital subcultures that permeate indigenous, quilombola, sertanejo, and urban cultures in a virtual didactic-pedagogical intervention. We realized that the development of a digital culture depends on the students' cultural background, as well as access to quality technologies and the Internet. We found differences in the appropriation of the digital subculture according to out-of-school cultures. This affects and dynamizes the learning process in a digital educational model, reinforcing the role of the school and the teacher in promoting didactic-pedagogical strategies that contribute to intercultural learning. The digital subculture can intensify the exclusion of minority cultures if it assumes practices of colonizing domination, where it is overvalued compared to the analog subculture that constitutes the students.