As contribuições da inclusão digital para a educação a distância no contexto da FACED/UFC

• Autor(a) principal: Azevedo, Igor Márcio do Nascimento
• Data de Publicação: 2018
• Outros Autores: Borges Neto, Hermínio, Torres, Antonia Lis de Maria Martins, Bezerra, Angela Maria de Sousa, Nepomuceno, Lara Meneses Saldanha, Oliveira, Silvia Sales de
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/44155
• topic: Educação a Distância; Inclusão Digital; Informática e Educação; Ambiente Virtual de Aprendizagem

This research aimed to identify the contributions of Digital Inclusion from the experience of the students in the subject of Distance Education (EaD) of the Pedagogy Course of the Faculty of Education (UFC). For this, we support authors such as Alves (2009), Costa (2013), Xavier (2017), Nova and Alves (2003), Soares (2014), Souza (2013), Borges Neto and Capelo Borges (2007). Borges Neto et al (2009), Bezerra (2015), among others, to base the research. The methodological approaches addressed are characterized as qualitative, participant observation and documentary analysis. The field of research was represented by the EaD / FACED / UFC discipline in the semester 2015.2, which was supported by 11 trainers and 40 students enrolled. The analysis of the data through participant observation and documents, allowed to visualize the ID of the Multimeios Research Laboratory - Faced UFC (MM), within the discipline. The meeting of answers and categories showed deep reflections to improve the discipline. We point out as benefits, the use of new digital tools, such as Whatsapp that allowed us the immediate interaction and exchange of knowledge needed to build this research. Finally, this research allowed us to take into account the small and large experiences of the students of the Discipline of Distance Education, promoting a deep reflection on what we want and what we will do in relation to the ID of the MM and its guiding principles.