Inclusão digital e alfabetização científico - tecnológico: um estudo com crianças nos anos iniciais do ensino fundamental

• Ano de defesa: 2017
• Autor(a) principal: Herran, Vallace Chriciano Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Amazonas; Brasil; UEA; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO E ENSINO DE CIÊNCIAS NA AMAZÔNIA
• Palavras-chave em Português: Infâncias; Alfabetização Científico-tecnológica; Inclusão Digital
• Link de acesso: https://ri.uea.edu.br/handle/riuea/5335

This research aims to analyze the contributions of Digital Inclusion in the process of Scientific and Technological Literacy of the children in the initial years of elementary education, verifying through their writings and talks how this process occurs, having the School of Informatics of the school as a formative and inclusive space . Of phenomenological character, the research is based on the theoretical-methodological presuppositions of the Sociology of Childhood and adopts as participatory objectivation technique. The data were generated from the interaction of online questionnaires, which were hosted in a Blog that we created, as well as through the E-pedagogical workshops that were developed within the scope of the Computer Laboratory of the school. The research was carried out at a municipal school located in the eastern part of the city of Manaus from May to November 2017. Participants were a class with twenty seven (27) fifth grade students, three teachers and Manager of the school. The articulation between the theoretical-methodological discussions and the lived experiences are presented in four chapters. The results show that despite the implementation of several programs and projects at the school with a focus on the new information and communication technologies such as Telecentro, the process of Digital Inclusion is not as simple as it seems. Because it is not enough to have the technology, it is necessary a whole set of techniques and practices, ranging from the acquisition of the equipment to the training process of the teachers who will make use of the technology with the children.