DOI: 10.26439/contratexto2020.n033.4784 Longing for a more equal society implies thinking about emancipatory public policies that can be applied in all population areas, especially in rural areas. Education is one of the fundamental tools for the development of a country, which implies that access is a priority right at all levels (Gentili, 2009). And this right includes the possibility of enter to the educational system, studying, appropriating, growing, progressing and finally graduating to dream of a better future. Our main objective is to analyze the different dimensions of inequality: socio-economic, digital and gender, in rural areas. In this sense, the idea of​​ equality of positions, raised by Dubet (2011), is put into discussion, taking as a case study the young people who attend the Rural Secondary School Mediated by Technologies (ERMT) in the province from Salta (Chachagua...

In Argentina, since March 2020, face-to-face classes have been suspended throughout the country, as a result of the COVID-19 pandemic. Therefore, the education system had to adapt to the distance education modality, and the universities were not the exception. In that transition, different problems emerged related to the didactics (organization, planning) but above all, access to ICT (New information and communication technology) and transmedia literacy. The ICT mediated education format deepened existing inequalities, that is, the material, social, educational, cultural, and psychological of family conditions. This article proposes a case study of the annual cathedra at the National University of Salta. It systematized the extended classroom experience in a previous pandemic period, where some tools like Classroom, a blog, and a Facebook page were used and later the use of virtual class...

DOI: 10.26439/contratexto2020.n033.4784 Longing for a more equal society implies thinking about emancipatory public policies that can be applied in all population areas, especially in rural areas. Education is one of the fundamental tools for the development of a country, which implies that access is a priority right at all levels (Gentili, 2009). And this right includes the possibility of enter to the educational system, studying, appropriating, growing, progressing and finally graduating to dream of a better future. Our main objective is to analyze the different dimensions of inequality: socio-economic, digital and gender, in rural areas. In this sense, the idea of​​ equality of positions, raised by Dubet (2011), is put into discussion, taking as a case study the young people who attend the Rural Secondary School Mediated by Technologies (ERMT) in the province from Salta (Chachagua...

In Argentina, since March 2020, face-to-face classes have been suspended throughout the country, as a result of the COVID-19 pandemic. Therefore, the education system had to adapt to the distance education modality, and the universities were not the exception. In that transition, different problems emerged related to the didactics (organization, planning) but above all, access to ICT (New information and communication technology) and transmedia literacy. The ICT mediated education format deepened existing inequalities, that is, the material, social, educational, cultural, and psychological of family conditions. This article proposes a case study of the annual cathedra at the National University of Salta. It systematized the extended classroom experience in a previous pandemic period, where some tools like Classroom, a blog, and a Facebook page were used and later the use of virtual class...