<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792023000100152</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v19i50.13582</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O SINTOMA DA EXCLUSÃO DIGITAL NA PANDEMIA DE COVID-19: UM DIAGNÓSTICO NA EDUCAÇÃO DO CAMPO SERGIPANA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE SYMPTOM OF DIGITAL EXCLUSION IN THE COVID-19 PANDEMIC:A DIAGNOSIS IN FIELD RURAL EDUCATION OF SERGIPE]]></article-title>
<article-title xml:lang="es"><![CDATA[EL SÍNTOMA DE LA EXCLUSIÓN DIGITAL EN LA PANDEMIA COVID-19:UN DIAGNÓSTICO EN LA EDUCACIÓN DE CAMPO EN SERGIPE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Marilene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Modesto]]></surname>
<given-names><![CDATA[Mônica Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Itabaiana ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>50</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792023000100152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792023000100152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792023000100152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Historicamente, a população do campo sofre com a exclusão em várias searas do tecido social brasileiro. Na última década, essa exclusão passou a se agravar com o desmonte de investimentos e a política de fechamento das escolas em virtude da nucleação escolar. Com a chegada da pandemia de Covid-19, esse cenário foi ainda mais impactado, tendo como consequência a oferta de um ensino sem qualidade durante o período em que vigorou o Ensino Emergencial Remoto (ERE). Diante do exposto, este escrito tem como objetivo diagnosticar os impactos da exclusão digital na educação do campo face ao contexto da pandemia de Covid-19 no território sergipano. A partir de um estudo de natureza qualitativa, foram realizadas entrevistas semiestruturadas com docentes, discentes, membros da gestão escolar e mães, totalizando 26 participantes, que fizeram/fazem parte da comunidade escolar de instituições escolares localizadas em áreas rurais de quatro regiões de Sergipe (Agreste Central, Alto Sertão, Centro-Sul e Médio Sertão). Os dados obtidos foram analisados com base na Análise do Discurso proposta por Orlandi (2009), e os resultados indicaram que a invisibilização da educação do campo no contexto sergipano se tornou ainda mais acentuada durante a pandemia e o período de duração do ERE devido à exclusão digital e à falta de políticas públicas, privando seu público de uma educação de qualidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Throughout history, the rural population suffers exclusion in several areas of the Brazilian social fabric. In the last decade, this exclusion worsened with the dismantling of investments and the policy of closing schools due to school nucleation. With the Covid-19 pandemic, this scenario was even more affected, resulting in the deliverance of poor quality education during the period in which Emergency Remote Teaching (ERT) prevailed. Facing this view, this essay aims to diagnose the impacts of digital exclusion in the context of the Covid-19 pandemic in the state of Sergipe. Parting from a qualitative study, semi-structured interviews were carried out with teachers, students, members of the school management group and mothers, in a total of 26 participants, who were/are part of the school community of educational institutions located in rural areas of four regions of Sergipe (Agreste Central, Alto Sertão, Centro-Sul and Médio Sertão). The outcoming data were analysed based on the Discourse Analysis proposed by Orlandi (2009), and the results indicated, in the context of Sergipe, the accentuation of the invisibility of rural education during the pandemic and the duration of the ERT due to digital exclusion and the lack of public policies, depriving access to quality education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Históricamente, la población rural sufre exclusión en diversos ámbitos del tejido social brasileño. En la última década, esta exclusión comenzó a agravarse con el desmantelamiento de inversiones y la política de cierre de escuelas por nucleación escolar. Con la llegada de la pandemia de Covid-19, este escenario se vio aún más impactado, resultando en la impartición de una educación de mala calidad durante el periodo en que estuvo vigente la Educación de Emergencia a Distancia (ERE). Teniendo en cuenta lo anterior, este escrito tiene como objetivo diagnosticar los impactos de la exclusión digital en la educación rural en el contexto de la pandemia de Covid-19 en Sergipe. A partir de un estudio cualitativo, se realizaron entrevistas semiestructuradas a profesores, estudiantes, miembros de la dirección escolar y madres, totalizando 26 participantes, que formaban/son parte de la comunidad escolar de instituciones educativas ubicadas en zonas rurales de cuatro regiones de Sergipe (Central Agreste, Alto Sertão, Centro-Sur y Medio Sertão). Los datos obtenidos fueron analizados a partir del Análisis del Discurso propuesto por Orlandi (2009), y los resultados indicaron que la invisibilidad de la educación rural en el contexto de Sergipe se acentuó aún más durante la pandemia y la duración de los ERE debido a la exclusión de la tecnología digital y la falta de políticas públicas, privando al público de una educación de calidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação formal]]></kwd>
<kwd lng="pt"><![CDATA[educação no campo]]></kwd>
<kwd lng="pt"><![CDATA[ensino emergencial remoto]]></kwd>
<kwd lng="en"><![CDATA[formal education]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[emergency remote teaching]]></kwd>
<kwd lng="es"><![CDATA[educación formal]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[enseñanza remota de emergencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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