Tele-education as a challenge in a society with high social inequality: the case of indigenous and rural childhoods

Abstract

In this article I analize on how the conditions of pre-existing structural socio-educational inequality in rural and indigenous childhoods in Mexico should be taken into account in public educational policy, now that a tele-education model is proposed. A literature review is made on the educational conditions of childhood in Mexico, and the effects that a pandemic brings with it. This text recognizes the multidiversity of childhoods, whom they consider as protagonists and social actors within this socio-educational process. It also analyzes how confinement, rupture of routine and the implementation of a distance educational model can be ineffective in childhood who pre-existing conditions are adverse. Information from emerging literature on the issue of the Covid-19 pandemic is discussed, and it concludes with challenges for formal tele-education.