Revisión sistemática desde el constructo de brecha digital en territorios Etnoeducativos

This study aimed to critically analyze recent scientific literature on the digital divide, education, and ICT in rural and Indigenous contexts, identifying its articulation with decolonial epistemologies and its impact on educational equity. Theoretical foundations are based on digital justice (Heeks, 2022), structural inequality (DiMaggio y Hargittai, 2022), and Southern epistemologies that value subaltern knowledge in excluded settings. A qualitative methodology was employed through a systematic literature review, selecting studies published between 2020 and 2024, in English or Spanish, open access, and with an educational focus. Twenty articles were selected and evaluated based on five methodological criteria: systematicity, theoretical consistency, replicability, adaptability, and cohesion with established theoretical frameworks. Findings reveal significant academic production in Latin America, particularly in Colombia, Peru, Argentina, and Ecuador. Most studies demonstrate strong theoretical consistency and systematicity; however, some lack replicability due to limited methodological detail. The adaptability of ICTs to rural contexts and the increasing recognition of local knowledge are highlighted, though structural technological inequalities persist. It is concluded that the digital divide is not only a technical issue but also an epistemic and political one. Incorporating decolonial approaches into educational research makes it possible to recognize and value local knowledge, strengthening inclusion and educational justice in historically marginalized settings.