Abstract
This work aims to analyse the speed of implementation of pedagogical practices during the COVID-19 pandemic without concern for the specificities inherent to education for the popular classes, seeking to answer the following guiding question: Is it necessary a revisit to the concept of Paulo Freire's Critical Pedagogy in digital times, to provide the digital equity of the popular classes through education? An exploratory and qualitative case study was carried out with educational actors. Based on this study, it was possible to observe that the pedagogical practices used during the period when schools were closed did not corroborate the wishes of the actors involved and, therefore, led to an expansion of social inequality through the existing digital inequality. Consequently, it is necessary to rescue Freire's teachings, modifying pedagogical practices in this new scenario towards digital equity.
 Keywords: Critical Pedagogy; digital equity; educational technology; popular classes; qualitative study.
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