The project is a study that proposes working on digital skills at school to promote gender equality in Portuguese-speaking African countries and is underway in Angola, Cape Verde and Guinea-Bissau.
Globalization and more recently the COVID 19 pandemic, among other circumstances that structure contemporary times, have reinforced, even among the most skeptical, the importance of digitalization in access to knowledge, in the structuring of productive activities, in social organization. In other words, digital has reconfigured the way we communicate, how we relate to others, how we act, how we work, how we ensure basic needs, and those that are not so much, in short, it has configured who we are. In some cases, the effects of digitalization have reinforced old inequalities, particularly gender. In contexts where internet access is limited, or technological devices do not yet exist for everyone, it makes sense to study the ways in which digital empowerment processes can be agents that promote gender equality.
The present study aims to contribute to gender equality through the development of digital skills and consistent pedagogical practices, in Cape Verde, Guinea-Bissau and Angola. To this end, it is proposed to study the pedagogical practices of teachers in these countries, designed to promote the digital skills of their students, and promoting gender equality between boys and girls and between boys and girls. The study also proposes to discuss with some of these teachers new ways of developing the school curriculum in order to promote gender equality, developing digital skills.
