O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/3586 |
Resumo: | The One Laptop per Child Program - PROUCA brings in its name an emphasis on the provision of equipment for the student. Unlike governmental initiatives prior to inclusion of computer equipment in the public schools, which were configured with the delivery of laboratories, this program has already stated in its name the intention to include the student with the delivery of a laptop. Thus, this study aimed at general check the forms as students of public schools covered in Goiânia with the PROUCA use the equipment received and the understanding that they have regarding the possibilities and limits of this program in their school reality. The PROUCA was established by Law no. 12,249, of June 14, 2010, with the proposal to promote digital inclusion and pedagogical development of the teaching and learning processes of students and teachers in the public schools in Brazil through the use of portable computers called educational laptops. With the aim of contributing to the development of systematic knowledge on this program, this research has focused on the uses that the young have of the laptops received from the program mentioned and the understanding of the limits and possibilities of them in their school reality. We attempted to investigate how the PROUCA was conceived and implemented in public schools. So, a literature review was made in order to verify the experiences already registered - in the dissertations of graduate programs in Brazilian universities, in some books already published and in the evaluation reports on the PROUCA, as well as an exploratory research through visits to some schools in the state of Goiás covered with equipment for this program. With the data obtained in this exploratory research, we defined the schools that would be locus of such research, as well as the methodological tools to guide it. It is a survey of qualitative nature, with a dialectical approach, checking the use that young people have of the equipment received from the PROUCA and the degree of digital inclusion provided by it. The theoretical framework adopted has mainly the theoretical contributions of Castells (2001; 2006), Levy (1993; 1997; 1999), Lemos (2002), Kellner and Share (2008), Buckingham (2007), Demo (1981; 2006; 2011), Belloni (2004; 2007; 2008), Franco (2007) and Gatti (2002; 2012). Using the focus group technique it was possible to hear the subjects of the research, in the case young students from two public schools in Goiânia, and analyze how they use the equipment received and how they manifest in its use in classroom activities. Besides the focus group technique, the research also relied on other methodological procedures, such as monitoring and observation of classes with the use of the equipment by students; semi-structured interviews with pedagogical coordinators, teachers and school managers and questionnaires. Among the results achieved with the investigation, it was possible to verify that the digital inclusion recommended by the program does not occur in the schools investigated, since it lacks the most elementary conditions for its operation in school reality. |
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Toschi, Mirza Seabrahttp://lattes.cnpq.br/3959962750556696Toschi, Mirza SeabraPaniago, Maria Cristina LimaPeixoto, JoanaLima, Daniela da Costa Britto PereiraRosa, Sandra Valéria LImontahttp://lattes.cnpq.br/8316090530518896Santos, Sebastião Pereira dos2014-11-10T19:58:34Z2014-07-11SANTOS, Sebastião Pereira dos. O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia. 2014. 238 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2014.http://repositorio.bc.ufg.br/tede/handle/tede/3586ark:/38995/0013000005tfxThe One Laptop per Child Program - PROUCA brings in its name an emphasis on the provision of equipment for the student. Unlike governmental initiatives prior to inclusion of computer equipment in the public schools, which were configured with the delivery of laboratories, this program has already stated in its name the intention to include the student with the delivery of a laptop. Thus, this study aimed at general check the forms as students of public schools covered in Goiânia with the PROUCA use the equipment received and the understanding that they have regarding the possibilities and limits of this program in their school reality. The PROUCA was established by Law no. 12,249, of June 14, 2010, with the proposal to promote digital inclusion and pedagogical development of the teaching and learning processes of students and teachers in the public schools in Brazil through the use of portable computers called educational laptops. With the aim of contributing to the development of systematic knowledge on this program, this research has focused on the uses that the young have of the laptops received from the program mentioned and the understanding of the limits and possibilities of them in their school reality. We attempted to investigate how the PROUCA was conceived and implemented in public schools. So, a literature review was made in order to verify the experiences already registered - in the dissertations of graduate programs in Brazilian universities, in some books already published and in the evaluation reports on the PROUCA, as well as an exploratory research through visits to some schools in the state of Goiás covered with equipment for this program. With the data obtained in this exploratory research, we defined the schools that would be locus of such research, as well as the methodological tools to guide it. It is a survey of qualitative nature, with a dialectical approach, checking the use that young people have of the equipment received from the PROUCA and the degree of digital inclusion provided by it. The theoretical framework adopted has mainly the theoretical contributions of Castells (2001; 2006), Levy (1993; 1997; 1999), Lemos (2002), Kellner and Share (2008), Buckingham (2007), Demo (1981; 2006; 2011), Belloni (2004; 2007; 2008), Franco (2007) and Gatti (2002; 2012). Using the focus group technique it was possible to hear the subjects of the research, in the case young students from two public schools in Goiânia, and analyze how they use the equipment received and how they manifest in its use in classroom activities. Besides the focus group technique, the research also relied on other methodological procedures, such as monitoring and observation of classes with the use of the equipment by students; semi-structured interviews with pedagogical coordinators, teachers and school managers and questionnaires. Among the results achieved with the investigation, it was possible to verify that the digital inclusion recommended by the program does not occur in the schools investigated, since it lacks the most elementary conditions for its operation in school reality.O Programa Um Computador por Aluno – PROUCA traz em sua denominação uma ênfase na disponibilização do equipamento para o aluno. Diferentemente de iniciativas governamentais anteriores de inclusão de equipamentos de informática nas escolas públicas, que se configuraram com a entrega de laboratórios, este programa já declara em seu nome a intenção de contemplar o aluno com a entrega de um computador portátil individual. Assim, este estudo teve por objetivo geral verificar as formas como os alunos das escolas públicas contempladas em Goiânia com o PROUCA utilizam os equipamentos recebidos e a compreensão que possuem quanto às possibilidades e limites desse programa em sua realidade escolar. O PROUCA foi instituído pela Lei nº 12.249, de 14 de junho de 2010, com a proposta de promover a inclusão digital pedagógica e o desenvolvimento dos processos de ensino e aprendizagem de alunos e professores das escolas públicas brasileiras, mediante a utilização de computadores portáteis denominados laptops educacionais. Com o intuito de contribuir na elaboração de conhecimentos sistematizados sobre este programa, esta pesquisa teve como foco os usos que os jovens fazem dos laptops recebidos do programa citado e a compreensão dos limites e possibilidades em sua realidade escolar. Buscou-se também investigar como o PROUCA foi pensado e implantado nas escolas públicas. Para tanto, foi feita uma revisão de literatura no sentido de verificar as experiências já registradas – nas dissertações e teses dos programas de pós-graduação de universidades brasileiras, em alguns livros já publicados e nos relatórios de avaliação sobre o PROUCA, bem como uma pesquisa exploratória, por meio de visitas a algumas escolas do estado de Goiás contempladas com equipamentos desse programa. Com os dados obtidos nessa pesquisa exploratória, definiu-se as escolas que seriam lócus dessa investigação, bem como os instrumentos metodológicos para orientá-la. É uma pesquisa de cunho qualitativa, com uma abordagem dialética, verificando a utilização que os jovens fazem dos equipamentos recebidos do programa em pauta e o grau de inclusão digital proporcionado por ele. O referencial adotado conta, principalmente, com as contribuições teóricas de Castells (2001; 2006), Lévy (1993; 1997; 1999), Lemos (2002), Kellner e Share (2008), Buckingham (2007), Demo (1981; 2006; 2011), Belloni (2004; 2007; 2008), Franco (2007) e Gatti (2002; 2012). Utilizando a técnica do grupo focal foi possível escutar os sujeitos da pesquisa, no caso alunos jovens de duas escolas públicas de Goiânia, e analisar como eles utilizam os equipamentos recebidos e como se manifestam no seu uso nas atividades em sala de aula. Além da técnica do grupo focal, a pesquisa contou, ainda, com outros procedimentos metodológicos, tais como: acompanhamento e observações de aulas com o uso dos equipamentos pelos alunos; entrevistas semiestruturadas com coordenadoras pedagógicas, professores e gestores escolares; e questionários. Entre os resultados alcançados com a investigação, foi possível verificar que a inclusão digital preconizada pelo programa não ocorre nas escolas investigadas, uma vez que faltam as condições mais elementares para o seu funcionamento na realidade escolar. A imersão digital dos sujeitos das escolas enfatizada pelo PROUCA fica só em nível de potência, uma vez que eles não conseguem ir além da navegação na Internet, não se tornam autores e nem desenvolvem outras ações além do consumo de informações no ciberespaço.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-11-10T19:03:32Z No. of bitstreams: 2 Tese - Sebastião Pereira dos Santos - 2014.pdf: 5467208 bytes, checksum: a5a21bc4bbe709138c250de7b78f2f6a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-11-10T19:58:34Z (GMT) No. of bitstreams: 2 Tese - Sebastião Pereira dos Santos - 2014.pdf: 5467208 bytes, checksum: a5a21bc4bbe709138c250de7b78f2f6a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2014-11-10T19:58:34Z (GMT). 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dc.title.por.fl_str_mv |
O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia |
dc.title.alternative.eng.fl_str_mv |
The one laptop per child program in view young people in public schools in Goiânia |
title |
O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia |
spellingShingle |
O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia Santos, Sebastião Pereira dos Jovens e PROUCA Inclusão digital na escola Laptops educacionais e inclusão Youth and PROUCA Digital inclusion in school Educational laptops and inclusion CIENCIAS HUMANAS::EDUCACAO |
title_short |
O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia |
title_full |
O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia |
title_fullStr |
O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia |
title_full_unstemmed |
O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia |
title_sort |
O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia |
author |
Santos, Sebastião Pereira dos |
author_facet |
Santos, Sebastião Pereira dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Toschi, Mirza Seabra |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3959962750556696 |
dc.contributor.referee1.fl_str_mv |
Toschi, Mirza Seabra |
dc.contributor.referee2.fl_str_mv |
Paniago, Maria Cristina Lima |
dc.contributor.referee3.fl_str_mv |
Peixoto, Joana |
dc.contributor.referee4.fl_str_mv |
Lima, Daniela da Costa Britto Pereira |
dc.contributor.referee5.fl_str_mv |
Rosa, Sandra Valéria LImonta |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8316090530518896 |
dc.contributor.author.fl_str_mv |
Santos, Sebastião Pereira dos |
contributor_str_mv |
Toschi, Mirza Seabra Toschi, Mirza Seabra Paniago, Maria Cristina Lima Peixoto, Joana Lima, Daniela da Costa Britto Pereira Rosa, Sandra Valéria LImonta |
dc.subject.por.fl_str_mv |
Jovens e PROUCA Inclusão digital na escola Laptops educacionais e inclusão |
topic |
Jovens e PROUCA Inclusão digital na escola Laptops educacionais e inclusão Youth and PROUCA Digital inclusion in school Educational laptops and inclusion CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Youth and PROUCA Digital inclusion in school Educational laptops and inclusion |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The One Laptop per Child Program - PROUCA brings in its name an emphasis on the provision of equipment for the student. Unlike governmental initiatives prior to inclusion of computer equipment in the public schools, which were configured with the delivery of laboratories, this program has already stated in its name the intention to include the student with the delivery of a laptop. Thus, this study aimed at general check the forms as students of public schools covered in Goiânia with the PROUCA use the equipment received and the understanding that they have regarding the possibilities and limits of this program in their school reality. The PROUCA was established by Law no. 12,249, of June 14, 2010, with the proposal to promote digital inclusion and pedagogical development of the teaching and learning processes of students and teachers in the public schools in Brazil through the use of portable computers called educational laptops. With the aim of contributing to the development of systematic knowledge on this program, this research has focused on the uses that the young have of the laptops received from the program mentioned and the understanding of the limits and possibilities of them in their school reality. We attempted to investigate how the PROUCA was conceived and implemented in public schools. So, a literature review was made in order to verify the experiences already registered - in the dissertations of graduate programs in Brazilian universities, in some books already published and in the evaluation reports on the PROUCA, as well as an exploratory research through visits to some schools in the state of Goiás covered with equipment for this program. With the data obtained in this exploratory research, we defined the schools that would be locus of such research, as well as the methodological tools to guide it. It is a survey of qualitative nature, with a dialectical approach, checking the use that young people have of the equipment received from the PROUCA and the degree of digital inclusion provided by it. The theoretical framework adopted has mainly the theoretical contributions of Castells (2001; 2006), Levy (1993; 1997; 1999), Lemos (2002), Kellner and Share (2008), Buckingham (2007), Demo (1981; 2006; 2011), Belloni (2004; 2007; 2008), Franco (2007) and Gatti (2002; 2012). Using the focus group technique it was possible to hear the subjects of the research, in the case young students from two public schools in Goiânia, and analyze how they use the equipment received and how they manifest in its use in classroom activities. Besides the focus group technique, the research also relied on other methodological procedures, such as monitoring and observation of classes with the use of the equipment by students; semi-structured interviews with pedagogical coordinators, teachers and school managers and questionnaires. Among the results achieved with the investigation, it was possible to verify that the digital inclusion recommended by the program does not occur in the schools investigated, since it lacks the most elementary conditions for its operation in school reality. |
publishDate |
2014 |
dc.date.accessioned.fl_str_mv |
2014-11-10T19:58:34Z |
dc.date.issued.fl_str_mv |
2014-07-11 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Sebastião Pereira dos. O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia. 2014. 238 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/3586 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000005tfx |
identifier_str_mv |
SANTOS, Sebastião Pereira dos. O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia. 2014. 238 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2014. ark:/38995/0013000005tfx |
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Universidade Federal de Goiás |
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UFG |
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