Abstract

CHACHAGUA, María Rosa. INEQUALITIES, CHANGES AND CONTINUITIES IN EDUCATIONAL TRAJECTORIES IN SALTA (ARGENTINA) IN THE CONTEXT OF COVID-19 PANDEMIC. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.65, pp.75-87.  Epub Oct 25, 2022. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p75-87.

Salta is one of the provinces located in the NOA (Northwest of Argentina) that presents the highest alarming data on inequality in the region, in terms of unemployment, child poverty, malnutrition and femicides (AUTOR, 2019). The pre-existing socioeconomic inequality was deepened in the context of the pandemic caused by COVID-19 since the beginning of 2020, and had a strong impact on the educational field, both in access (technological devices and connectivity) and in the teaching-learning processes; therefore, educational trajectories were affected and modified, especially in the most vulnerable sectors. This article proposes to problematize educational and digital inequalities in a rural school in the province of Salta, taking into account the general context. This case will be approached from a qualitative methodological perspective (Rist, 1977) since it is inductive and follows a flexible research design; For this, he interviewed several workers of the institution so that they gave an account of the transformation situation and educational challenges that they had to face due to the pandemic. In addition, some data were taken from the Permanent Household Survey (EPH), and other relevant materials to describe the educational context and access to ICT in Salta.

Keywords : Educational technologies - inequalities - Rurality.

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