EPISTEMOLOGIAS DO SUL E JUSTIÇA COGNITIVA: AS TDIC NA EDUCAÇÃO ESCOLAR INDÍGENA

Abstract

This article analyzes the impacts of digital exclusion on indigenous school education, using the COVID-19 pandemic as a catalyst for historical and structural inequalities. The study focuses on the Polo Feliciano Pio Municipal Indigenous School, located in the Ipegue Village (Aquidauana-MS), and is based on post-critical and decolonial perspectives. Characterized as a theoretical-reflective and documentary essay, the work adopts a border epistemological stance, revisiting empirical data from the author's master's thesis. The results show that the lack of technological infrastructure transcends the financial dimension, configuring itself as a reflection of the coloniality of power that marginalizes traditional communities. The research highlights the teaching overload, the severe impacts on mental health due to community grief, and the limitation of remote learning to a model of "reproduction," to the detriment of the critical "production" of knowledge. The flexible evaluation adopted by the school proved to be an act of resistance and a search for cognitive justice. It concludes that overcoming digital exclusion requires continuous public policies that integrate Information and Communication Digital Technologies (ICT) in an intercultural way, strengthening the border locus of enunciation without promoting Eurocentric homogenization.