HIGHLIGHTS
SUMMARY
In Brazil, despite significant investments in open Internet connection, computers, software, and other ICT tools in education, when the World Health Organization (WHO) elevated the status of the new coronavirus to a pandemic in early 2020, many schools faced a lack of access to material resources and basic infrastructure, particularly public elementary schools. Before the pandemic, many Brazilian schools experienced a range of problems in addition to poor digital resources, particularly public schools and those located in poorer regions. A decade ago, a study raised flags about the perverse dualism of the Brazilian public . . .
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