Inclus?o digital em escolas rurais do sert?o pernambucano - desafios e perspectivas

• Autor(a) principal: Ara?jo, Jadna Maria de
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/1902
• topic: Digital Inclusion; ICT in education; Rural Schools; Inclus?o Digital; TIC na Educa??o; Escolas Rurais; Educa??o

This research aims to discuss the issue of the digital divide in rural schools and collaborate with study to accelerate the process of digital inclusion in schools in rural areas. Digital inclusion, used in schools can help students developing an informed and critical understanding of the nature mass media, the techniques used, and the impact of these techniques to the use of responsibly. While digital inclusion will have been widely debated in urban areas, this study was necessary to understand the importance of using technology in rural areas of the country. We should consider that much has been said about the use of technology in the educational context, but little is known about the process of digital inclusion in rural areas. Although provided for in legislation and education programs of our country, it is a process still in early stages of implementation in schools located in rural areas - and in some schools this process has not even started. The work was developed with bibliographical and exploratory research. At first, the concepts of literacy and digital inclusion were raised. Also discussed is the inclusion of public policies and the role of education in the process of inclusion. The empirical part of the research was divided into several stages: a survey was made of the computerization of shares in the laboratory of the surveyed public school, as well as investment, infrastructure and courses held in the computer training of teachers and students. With the data obtained, it was possible to evaluate the process of digital inclusion in rural schools of Pernambuco hinterland. We have seen that there are several factors that complicate the pedagogical integration of ICT in schools, because there is still no management developed for the computer lab of schools, and the few developed activities proved to be based on improvisations that do not meet the use objectives so proper. We have also seen that it is not enough to equip schools with computer labs. It is necessary to enhance the development of specific actions for each school reality and available human and financial resources so that ICT can be used as a learning tool.