“…Isso vem ao encontro do que já comentamos sobre conhecer nossos alunos e sobre suas unicidades. Ao encararmos uma turma como um elemento único, em que todos os 14 When we think of inequality and the digital divide, we usually refer to the socioeconomic gradients in access to technology (Campbell 2001) and the differences in the resources and capabilities to effectively use ICT (Georgiadou 2017;Marcelle 2000;Vrasidas, Zembylas, and Glass 2009). We think, for example, of tablets, laptops, robots, or interactive platforms with which children learn new (e.g., coding) or traditional (e.g., mathematics) skills better or faster.…”