The use of digital technologies in Mozambique teacher-learning process

Social Justice in Emile Durkheim and Karl Marx

Abstract

Equity in access to educational goods and services contributes to social justice, ensuring equal access to education without discrimination based on social, cultural, economic, or even ethnic origin. Therefore, this scientific article aims to analyze the extent to which the availability and use of digital technologies in the teaching-learning process in Mozambique contributes to the promotion of social justice, in light of the sociological theories of Émile Durkheim and Karl Marx. This dialogue results from an empirical observation based on the fact that the introduction of technologies in the educational field in Mozambique does not always guarantee inclusion and equal opportunities and, in contexts marked by structural inequalities, can reinforce existing exclusions. Using qualitative research and a literature review, this study confronts Durkheim's functionalist view, which emphasizes the role of education in social cohesion, with the Marxist critique of the inequalities reproduced by the national education system. The results highlight the need for public policies that guarantee equal access to technology and government commitment, otherwise social inequalities in the school environment will worsen.