Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | https://tede2.pucrs.br/tede2/handle/tede/11139 |
Resumo: | The construction of this much-needed digital intelligence to inhabit the contemporary world faces obstacles regarding asymmetries in the educational process, which unevenly permeate various social layers, significantly affecting the poorer and more vulnerable population composed of Black and mixed-race individuals. There are many difficulties for Black students to access the education system, as the majority reside in socially vulnerable regions that are often geographically inaccessible. Schools in these areas usually have infrastructure below the desired quality, particularly regarding digital resources such as connectivity (internet access). In addition to the issues related to the school environment, these students need more economical means to acquire electronic devices to support their studies outside of school. These restrictions contribute to a negative impact on student's performance throughout their educational journey. Compared to students from more socioeconomically privileged backgrounds who have access to various technological resources, this disparity in conditions creates a digital divide. This research aims to understand the impacts of this asymmetry, using a public school in the Metropolitan Region of Porto Alegre (RS) as the focal point. The guiding question of the research is: What pedagogical alternatives can be developed by the teachers of a Municipal Early Childhood Education School (EMEI) located in the Metropolitan Region of Porto Alegre to minimize the asymmetries resulting from the impacts of inequality in access to digital technologies for Black and mixed-race students attending this school? The applied research investigation used a case study and a survey-type review, with data collection conducted through questionnaires to the selected school's teachers and the analysis of demographic data obtained from the school's management entity. The practices and routines in the school were observed and documented during four meetings to correlate the teachers' testimonies with the observed practices in virtual or face-to-face classrooms. These results will help teachers and administrators develop actions that address this critical problem and seek alternatives within their context to minimize its effects |
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Giraffa, Lucia Maria Martinshttp://lattes.cnpq.br/8787637274769944http://lattes.cnpq.br/7974561239841659Garcia, Renata Gomes2024-04-09T20:05:01Z2024-02-26https://tede2.pucrs.br/tede2/handle/tede/11139The construction of this much-needed digital intelligence to inhabit the contemporary world faces obstacles regarding asymmetries in the educational process, which unevenly permeate various social layers, significantly affecting the poorer and more vulnerable population composed of Black and mixed-race individuals. There are many difficulties for Black students to access the education system, as the majority reside in socially vulnerable regions that are often geographically inaccessible. Schools in these areas usually have infrastructure below the desired quality, particularly regarding digital resources such as connectivity (internet access). In addition to the issues related to the school environment, these students need more economical means to acquire electronic devices to support their studies outside of school. These restrictions contribute to a negative impact on student's performance throughout their educational journey. Compared to students from more socioeconomically privileged backgrounds who have access to various technological resources, this disparity in conditions creates a digital divide. This research aims to understand the impacts of this asymmetry, using a public school in the Metropolitan Region of Porto Alegre (RS) as the focal point. The guiding question of the research is: What pedagogical alternatives can be developed by the teachers of a Municipal Early Childhood Education School (EMEI) located in the Metropolitan Region of Porto Alegre to minimize the asymmetries resulting from the impacts of inequality in access to digital technologies for Black and mixed-race students attending this school? The applied research investigation used a case study and a survey-type review, with data collection conducted through questionnaires to the selected school's teachers and the analysis of demographic data obtained from the school's management entity. The practices and routines in the school were observed and documented during four meetings to correlate the teachers' testimonies with the observed practices in virtual or face-to-face classrooms. These results will help teachers and administrators develop actions that address this critical problem and seek alternatives within their context to minimize its effectsA construção desta inteligência digital tão necessária para habitar este mundo contemporâneo encontra entraves no tocante às assimetrias no processo educacional, que perpassam, de maneira desigual, as mais diversas camadas sociais, atingindo de forma contundente a população mais pobre e vulnerável, composta, em sua maioria, por pretos e pardos. Inúmeras são as dificuldades dos estudantes negros de acesso ao sistema educacional, uma vez que a maioria reside em regiões socialmente vulneráveis e, geralmente geograficamente inacessíveis. Várias escolas destas regiões possuem infraestrutura abaixo da qualidade desejada, especialmente no tocante ao acesso a recursos digitais, como exemplo da conectividade (internet). Além dos aspectos relacionados ao ambiente escolar, estes estudantes não possuem condições econômicas para aquisição de dispositivos eletrônicos que possam apoiar seus estudos fora da escola. Estas restrições colaboram para impactar negativamente o desempenho dos estudantes ao longo de sua trajetória escolar. Esta disparidade de condições, se comparada aos estudantes de camadas sociais com extrato socioeconômico mais favorecido e, que tiveram acesso aos mais diversos recursos tecnológicos, gera o que chamamos de brecha digital. Esta pesquisa busca compreender os impactos desta assimetria, usando como lócus uma escola de educação pública da Região Metropolitana de Porto Alegre (RS). A questão norteadora da pesquisa é expressa por: Que alternativas pedagógicas podem ser construídas pelos docentes de uma Escola Municipal de Educação Infantil (EMEI) situada na Região Metropolitana de Porto Alegre, para minimizar as assimetrias decorrentes dos impactos da desigualdade no acesso às tecnologias digitais para os estudantes pretos e/ou pardos que frequentam esta escola? A investigação se caracteriza como de natureza aplicada, apoiada por um estudo de caso, uma revisão tipo Survey, com produção dos dados desenvolvida a partir da aplicação de questionário aplicado a professores da escola selecionada, e análise de dados demográficos obtidos da entidade gestora da escola. Foi realizado o acompanhamento das práticas e rotinas escolares em quatro encontros presenciais, com o intuito de correlacionar o depoimento dos professores com a prática observada em sala de aula virtual e/ou presencial. Espera-se que este resultado auxilie aos docentes e gestores da Educação Infantil a refletirem sobre este importante problema e busquem alternativas no seu contexto para minimizá-las.Submitted by PPG Educação (educacao-pg@pucrs.br) on 2024-03-25T12:49:02Z No. of bitstreams: 1 RENATA GARCIA -dissertação-FINAL.pdf: 3727231 bytes, checksum: 891cbc869cde8d297a520b20cef85518 (MD5)Approved for entry into archive by Sarajane Pan (sarajane.pan@pucrs.br) on 2024-04-09T19:55:28Z (GMT) No. of bitstreams: 1 RENATA GARCIA -dissertação-FINAL.pdf: 3727231 bytes, checksum: 891cbc869cde8d297a520b20cef85518 (MD5)Made available in DSpace on 2024-04-09T20:05:01Z (GMT). No. of bitstreams: 1 RENATA GARCIA -dissertação-FINAL.pdf: 3727231 bytes, checksum: 891cbc869cde8d297a520b20cef85518 (MD5) Previous issue date: 2024-02-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttps://tede2.pucrs.br/tede2/retrieve/190138/RENATA%20GARCIA%20-disserta%c3%a7%c3%a3o-FINAL.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilEscola de HumanidadesEducação BásicaDesigualdade RacialEducação AntirracistaTecnologias DigitaisPrimary EducationKindergartenRacial InequalityDigital TechnologiesAntiracist EducationCIENCIAS HUMANAS::EDUCACAOEducação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho não apresenta restrição para publicação835114043944023484500500500600-6557531471218110192-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILRENATA GARCIA -dissertação-FINAL.pdf.jpgRENATA GARCIA -dissertação-FINAL.pdf.jpgimage/jpeg4478https://tede2.pucrs.br/tede2/bitstream/tede/11139/4/RENATA+GARCIA+-disserta%C3%A7%C3%A3o-FINAL.pdf.jpg3aae85e0a278cfea1713ca0021c00d6cMD54TEXTRENATA GARCIA -dissertação-FINAL.pdf.txtRENATA GARCIA -dissertação-FINAL.pdf.txttext/plain170445https://tede2.pucrs.br/tede2/bitstream/tede/11139/3/RENATA+GARCIA+-disserta%C3%A7%C3%A3o-FINAL.pdf.txt08f69491df9ad78cef56655780b9e1f1MD53ORIGINALRENATA GARCIA -dissertação-FINAL.pdfRENATA GARCIA -dissertação-FINAL.pdfapplication/pdf3727231https://tede2.pucrs.br/tede2/bitstream/tede/11139/2/RENATA+GARCIA+-disserta%C3%A7%C3%A3o-FINAL.pdf891cbc869cde8d297a520b20cef85518MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590https://tede2.pucrs.br/tede2/bitstream/tede/11139/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/111392024-04-09 20:00:28.907oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2024-04-09T23:00:28Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente |
title |
Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente |
spellingShingle |
Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente Garcia, Renata Gomes Educação Básica Desigualdade Racial Educação Antirracista Tecnologias Digitais Primary Education Kindergarten Racial Inequality Digital Technologies Antiracist Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente |
title_full |
Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente |
title_fullStr |
Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente |
title_full_unstemmed |
Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente |
title_sort |
Educação tecnológica e desigualdade racial : assimetrias relacionadas à digitalidade na educação infantil na percepção docente |
author |
Garcia, Renata Gomes |
author_facet |
Garcia, Renata Gomes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giraffa, Lucia Maria Martins |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8787637274769944 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7974561239841659 |
dc.contributor.author.fl_str_mv |
Garcia, Renata Gomes |
contributor_str_mv |
Giraffa, Lucia Maria Martins |
dc.subject.por.fl_str_mv |
Educação Básica Desigualdade Racial Educação Antirracista Tecnologias Digitais |
topic |
Educação Básica Desigualdade Racial Educação Antirracista Tecnologias Digitais Primary Education Kindergarten Racial Inequality Digital Technologies Antiracist Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Primary Education Kindergarten Racial Inequality Digital Technologies Antiracist Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The construction of this much-needed digital intelligence to inhabit the contemporary world faces obstacles regarding asymmetries in the educational process, which unevenly permeate various social layers, significantly affecting the poorer and more vulnerable population composed of Black and mixed-race individuals. There are many difficulties for Black students to access the education system, as the majority reside in socially vulnerable regions that are often geographically inaccessible. Schools in these areas usually have infrastructure below the desired quality, particularly regarding digital resources such as connectivity (internet access). In addition to the issues related to the school environment, these students need more economical means to acquire electronic devices to support their studies outside of school. These restrictions contribute to a negative impact on student's performance throughout their educational journey. Compared to students from more socioeconomically privileged backgrounds who have access to various technological resources, this disparity in conditions creates a digital divide. This research aims to understand the impacts of this asymmetry, using a public school in the Metropolitan Region of Porto Alegre (RS) as the focal point. The guiding question of the research is: What pedagogical alternatives can be developed by the teachers of a Municipal Early Childhood Education School (EMEI) located in the Metropolitan Region of Porto Alegre to minimize the asymmetries resulting from the impacts of inequality in access to digital technologies for Black and mixed-race students attending this school? The applied research investigation used a case study and a survey-type review, with data collection conducted through questionnaires to the selected school's teachers and the analysis of demographic data obtained from the school's management entity. The practices and routines in the school were observed and documented during four meetings to correlate the teachers' testimonies with the observed practices in virtual or face-to-face classrooms. These results will help teachers and administrators develop actions that address this critical problem and seek alternatives within their context to minimize its effects |
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2024 |
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835114043944023484 |
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500 500 500 600 |
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