The Proinfo Integrated as a Public Policy for Digital Inclusion the Question of Knowledge Forced by Public Money

• Autor(a) principal: Xavier, Lisimére Cordeiro do Vale
• Data de Publicação: 2013
• Outros Autores: Magalhães Júnior, Antônio Germano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Conhecer (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/revistaconhecer/article/view/1208
• topic: políticas públicas; proinfo integrado; inclusão digital; public policy; integrated proinfo; digital inclusion

This study aims at investigating how it is promoted inclusion and digital education teacher (s), employee (s) and student (s) in Brazilian schools. Thus, the research focuses on the Proinfo provided an Integrated Public Policy of Government in partnership with the Education Departments of States and Municipalities provides training and educational training of agents with respect to the use of Information and Communication Technologies (ICTs). The study period is between 2007 and 2010 by the fact that in 2007, the Integrated Proinfo was revitalized in Brazil. As seen in the general problematic course of this research addresses is the main perspectives, progress and challenges faced by educational institutions in this universe of knowledge that requires training, qualification and integration of educational agents in the use of ICTs in the information society. It is appropriate to this study due to be facing an irreversible reality and what is needed the appropriate use of multimedia resources in schools throughout the country Methodologically this research was built on the exploitation of secondary works ever written on the theme, aided by government documents. Some authors as the theoretical basis and documents can be pointed, such as Brazil (1988, 1996, 2005, 2006, 2007, 2008), Carneiro (2007), Castel (2005); Bobbio et. al. (2002), Xavier (2007, 2009); Houais (2004), Santana, Aragon, Martin (2011), MEC / SEED (2010), Ceará (2009, 2010). It can be seen therefore that this is an exploratory study of secondary literature.