Los retos de la inclusión digital para la educación rural en México, las desigualdades y falta de acceso

Glenda Mirtala Flores Aguilera

Sahara Araceli Pereyra López

Los desafíos que enfrenta la educación rural en México son muchos: la desigualdad de oportunidades, la falta de acceso a recursos didácticos, en sí la equidad y la inclusión. La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) en septiembre de 2015 emitió la Agenda 2030 en cuestión de educación para el Desarrollo Sostenible. En ésta se dictaron diecisiete objetivos con la finalidad de que sean aceptados por la comunidad internacional. Es un plan de acción que favorece a las personas, al planeta y a la prosperidad. Por su parte, la educación es considerada como un factor central para la realización de esta agenda universal y de sus propósitos, está expresada en un objetivo, siendo el Objetivo de Desarrollo Sostenible 4 (ODS 4) que se suscribe como la aspiración de “garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje a lo largo de la vida para todos” [i]. Aunque los diecisiete Objetivos de Desarrollo Sostenible se vinculan en la cuestión de la educación (ODS 4) y en abatir la pobreza (ODS 1)  por medio de ésta, todos los ODS en sí coadyuvan a mejorar la calidad de vida; la salud y el bienestar (ODS3), la igualdad de género (ODS 5), el trabajo decente (ODS 8), la reducción de las desigualdades (ODS 10), las ciudades sostenibles (ODS 11), la producción y consumo responsables (ODS 12), la acción por el clima (ODS 13), la paz (ODS 16) y las alianzas para lograr los ODS (ODS 17).

La educación inclusiva, equitativa y de calidad van de la mano con la inclusión digital ya que como nos menciona la Dra. Paloma Antón Ares en el artículo Openergy Network. Training and Research Experiences for the Accessible Instructional Design

“las tecnologías son un recurso que pueden potenciar, complementar e impulsar las capacidades, destrezas y potencialidades de las personas. Esta apreciación nos permite calificarlas de capacitadoras y socializadoras por poder ser un elemento integrador y democratizador” [ii].

Esta misma apreciación corrobora que las tecnologías favorecen al ODS 4 para promover las oportunidades de aprendizaje a lo largo de la vida. Entonces la educación y la tecnología en estos tiempos son aliados incondicionales para que los estudiantes puedan acceder a una Sociedad Digital y del Conocimiento.

En México, tenemos una gran misión que realizar,  ya que nos enfrentamos a la desigualdad en el acceso a las tecnologías, la brecha digital es amplia, aunque se han realizado grandes esfuerzos pero no han sido suficientes. Para la UNESCO en el ODS 10,  los países requieren cerrar dicha brecha que divide y excluye a las personas, para tener una inclusión social  y un dialogo intercultural.

Según Lloyd [iii]México se ubicó en el año de 2016, en el lugar 87 mundial en el acceso a las Tecnologías de la Información y Comunicación (TIC) y en el 8 en América Latina, detrás de Uruguay, Argentina, Chile, Costa Rica, Brasil, Colombia y Venezuela, en ese orden, según indicadores de la Unión Internacional de Telecomunicaciones[iv] con sede en Suiza. En cuanto a las desigualdades de nuestro país, en el año 2020, según la la Encuesta Nacional sobre Disponibilidad y Uso de Tecnologías de la Información en los Hogares el 72% de la población mexicana accede a internet, el 60.6% de los hogares cuenta con el servicio de internet y el 96% utiliza un teléfono inteligente [v], aunque la mayoría de estos son  41% son de mediana gama [vi]. Entonces como afirma Lloyd las desigualdades y la brecha digital es un fenómeno que se ha potencializado entre la población mexicana que con la pandemia de COVID-19 se hizo más visible.

Para Rincón et al. las desigualdades “se abordan como una falta de equilibrio entre dos o más personas, cosas, hechos o realidades”[vii] .  Estas desigualdades se presentan en diferentes ámbitos, ya sea el social, económico, legal, de género, el educativo, entre otros. Estos autores coordinaron una serie de diagnósticos en los estados de Chiapas, Coahuila, Jalisco y Zacatecas,  en donde dan a conocer las desigualdades, la exclusión y falta de acceso a las Tecnologías de la Información y de la Comunicación en las escuelas rurales. Comentan que “Hoy en día la educación rural ha sido marginada de las políticas públicas y relegada al discurso de los diferentes niveles de gobierno en el país” (p.8).

Un ejemplo de la situación según Flores et al. es el Diagnóstico socioeducativo de la escuela rural Teodoro Ramírez de la comunidad La Encarnación Villanueva, Zacatecas, donde existe falta de competencias digitales en los estudiantes, hay un rezago académico de los niños, donde se asentó más en la pandemia por COVID-19. Aunado a lo anterior la escuela no tiene equipo tecnológico y los dispositivos móviles de los padres de familia son de baja gama. “Con toda esta información se puede decir que existen grandes problemas en esta institución que hacen que la brecha digital sea más grande en las niñas y los niños de esta comunidad” [viii]. Los autores recomiendan realizar una propuesta integral que ayude a aminorar la brecha digital, a habilitar a las alumnas y los alumnos, en la manera que sea posible, a desarrollar las competencias digitales, esto apoyará a los docentes a disminuir el rezago académico.

En trabajo de investigación La percepción de Padres y Madres de familia de contextos urbanos y rurales con respecto a la escuela en casa, durante la pandemia de COVID-19 realizado por Reynoso [ix]los resultados obtenidos desde la opinión de los  Padres y Madres de familia se puede establecer que no todos los estudiantes cuentan con las mismas condiciones educativas, ya que hay una brecha entre aquellos niños que cuentan con los medios idóneos para llevar satisfactoriamente la escuela en casa y quienes tiene alguna carencia o dificultad para poder acceder a la información desde casa, en la opinión de estos las estrategias, metodología y tecnologías que utilizan los alumnos para su aprendizaje en casa pueden llegar a ser satisfactorias pero no suficientes, ya que en algunos casos falta la retroalimentación, no todos los alumnos tienen acceso a herramientas tecnológicas. Por su parte Reynoso recomienda que las escuelas sean proveedoras de educación,  capaciten a sus maestros y les suministren de las herramientas tecnológicas y didácticas necesarias para que los maestros puedan acceder a sus alumnos.

Como refiere Rincón et al. las políticas públicas con respecto a la educación rural son limitadas, siendo ésta la que requiere mayor atención hoy en día. En la educación rural ha subido la matrícula pero no así la calidad en la educación[x]. Las escuelas multigrado tienen un reto primordial es su organización, la exigencia es mayor, pero los recursos no son los que se requieren. El docente no cuenta con apoyo, por parte de las autoridades para enfrentar está problemática. Las escuelas rurales por su condición, alejadas de las grandes ciudades, donde los servicios son más complicados de llegar a estas, la poca población estudiantil, la brecha en varios aspectos: educativa, económica, social, alimentaria, infraestructura, digital, entre otras, son aspectos que no ayudan a mejorar las condiciones.

Los docentes de escuelas rurales, multigrado, donde él realizó su investigación, requieren de actualización en los que corresponde al uso de materiales, ya que no están familiarizados con estos.

Su capacitación en este sentido ha sido muy pobre y ha tenido que resolver a través de la práctica o con la ayuda de otras personas de la comunidad que tienen un conocimiento más avanzado en el uso de las TIC. Si bien ha tratado de incorporar el uso del pizarrón electrónico en las actividades escolares, es de notar que requiere aún la ayuda de personal que tenga un mejor manejo para aprovecharlo adecuadamente y maximizar su potencial[xi].

Esta falta de capacitación trae consigo de que las alumnas y los alumnos enfrenten también un rezago en el desarrollo de competencias digitales y que en la pandemia de COVID-19 fue un factor de rezago educativo en ellos.

Para hablar de desigualdades y falta de acceso a las Tecnologías de la Información y Comunicación se debe de remitir a un tema importante que es la inclusión digital. Para Cabero y Cordova “abordar las Tecnologías de la Información y Comunicación, considerando el acceso de las personas con diversidad funcional a la Sociedad del Conocimiento es un elemento clave para su participación plena en la sociedad” [xii]. Con la finalidad de que sean aceptados por la comunidad de las TIC crea el fenómeno conocido como Inclusión Digital[xiii]. Ello implica no solo una obligación de una permanente actualización tecnológica sino también todo un proceso de adecuación y en su caso, revisar los principios que han venido rigiendo en los ámbitos hasta hace muy poco totalmente ajenos a la aplicación de los nuevos avances tecnológicos. Estos principios están ligados con políticas de equidad para aprovechar las TIC como coyuntura para favorecer el sistema educativo.

Por todo lo experesado anteriormente se puede decir que los retos para la inclusión digital en la educación rural en México son muchos pero es necesario comenzar a trabajar en ello.  Se experimentó en la pandemia de COVID-19 que este tipo de educación es de las más vulnerables por las condiciones de desigualdad y falta de acceso a las tecnologías. Es necesario acatar  los ODS para apoyar, en el ámbito de las posibilidades, a escuelas rurales, a mejorar las condiciones en cuestión de rezago académico, optimizando los recursos tecnológicos.


[i]UNESCO. Objetivos de Desarrollo Sostenible. 2015, p.2.

https://www.un.org/sustainabledevelopment/es/education

[ii] Antón Ares, Paloma. Red Openergy: experiencias formativas e investigadoras para el diseño instruccional accesible. 2018, p33.

[iii] Lloyd, Marion Whitney, et al. Desigualdades educativas y la brecha digital en tiempos de COVID-19. 2020.

[iv] ibídem

[v] INEGI. Estadísticas a propósito del Día Mundial del Internet (17 De Mayo): Datos Nacionales. 2022 https://www.inegi.org.mx/contenidos/saladeprensa/aproposito/2022/EAP_Internet22.pdf

[vi] Xataca, México. En México el 41% de los smartphones son de gama media con precio máximo de 6,000 pesos, solo 7% son de gama alta. 2019. https://www.xataka.com.mx/celulares-y-smartphones/mexico-41-smartphones-gama-media-precio-maximo-6-000-pesos-solo-7-gama-alta

[vii] Rincón , Alejandro Guadalupe, Domínguez, Luis. y Zepeda, Héctor. Educación Rural e Innovación Didáctico-Tecnológica: desigualdad, inclusión y acceso. Editorial Universidad Autónoma de Coahuila. 2022, p.7.

[viii] Flores, Aguilera Glenda, Pereyra López, Sahara, Torres Cosío, Véronica. y de la Torre García, Víctor. Capítulo II. “Diagnóstico socioeducativo de la escuela primaria Teodoro Ramírez de la comunidad La Encarnación,Villanueva, Zacatecas” En Educación Rural e Innovación Didáctico-Tecnológica: desigualdad, inclusión y acceso coordinado por Alejandro Guadalupe Rincón, Luis Domínguez y Héctor Zepeda,  páginas 33-47. Editorial Universidad Autónoma de Coahuila, 2022.

[ix] Reynoso Fernandez, Monserrat, “La percepción de Padres y Madres de familia de contextos urbanos y

rurales con respecto a la escuela en casa, durante la pandemia de COVID-19”(tesis de maestría, Universidad Autónoma de Zacatecas, 2021)

[x] Bautista, Enrique. Condiciones de la educación rural en México. Hallazgos a partir de una escuela multigrado. Revista Chakiñan de Ciencias Sociales y Humanidades, 2018, no 5, p. 40-53.

[xi] Ibídem, p.47.

[xii] Cabero Almenara, Julio; Córdoba PÉREZ, Margarita. Inclusión educativa: inclusión digital. Revista de educación inclusiva, 2016, vol. 2, no 1.

[xiii] Cabezudo Rodríguez, Nicolás. Inclusión digital: perspectivas y experiencias. Inclusión digital, 2011, p. 1-414.

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