Abstract:
Following analytical clues from sociology, this article analyzes some aspects of the relation between public policy on digital inclusion and school performance. The empirical data that supported the research was acquired in the context of the Pandemic caused by the New Coronavirus. Therefore, questionnaires were applied and in-depth interviews were conducted with teachers and adolescents, all linked to public schools in the state of Paraíba, in Brazil, and in the state of Antioquia, in Colombia. Among the results achieved, the need for strategic government planning with regard to digital inclusion, the importance of face-to-face teaching and the perception of teachers and students of the new digital technologies as subsidiaries of the teaching and learning process stand out.
Keywords:
Youth; Public school; School performance; New Coronavirus pandemic; Digital inclusion public policies