Políticas para a inclusão digital: práticas e possibilidades na escola pública

Abstract

This study follows the research line of Teacher Training and Digital Culture, from the Program of Graduate in Education in the Federal University of Triângulo Mineiro (UFTM). It proposes as object of study the digital technologies offered by public politics in their digital inclusion program for teachers of public schools to integrate them into their classes. It has as general objective to get to know how public politics of digital inclusion are contributing to the training of four teachers of four public schools. As specific objectives: to investigate the integration of digital technologies in the public educational politics and their digital inclusion programs and in classroom, from the perspective of teachers, in four public schools in Uberaba (MG); to understand the organization of public educational politics in the documents; programs of digital inclusion and courses of teacher training and projects made in courses of digital inclusion. This study, focusing qualitative, researched four teachers of the public net of schools and as scenario, four public schools, two municipal and two state schools, in Uberaba (MG). The investigative process guides itself by the problematization: how are public politics of digital inclusion contributing to the training and to pedagogical practices of four teachers relating to the integration of digital technologies? To achieve the proposed objectives, it was adopted the bibliographic research, and, as research tool, the observation, documental analysis, identification questionnaire and semi structured interviews made with the four teachers. The theoretical ground comes from authors as Moran, Kenski, Demo, Tardif, among others. As for the results, the investigation shows that despite the difficulties about infrastructure faced by the teachers and the limitations of the courses promoted by the digital inclusion programs that have a very technical direction, the four teachers find ways to integrate digital technologies into the classroom. The results also show, from analyzing the teachers, that they still do not feel prepared, that, for them, the training for the digital technology integration into pedagogical practices is insufficient and even superficial. They suggest that they are called and heard for a better participation in the elaboration process of the digital inclusion programs, understanding, then, that the results in classroom will be better.