A implementação do Programa Educação Gaúcha conectada em uma escola estadual de Santa Maria/RS

• Ano de defesa: 2024
• Autor(a) principal: Sampaio, Daiana Pinheiro Lemes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Políticas públicas; Inclusão digital; Educação gaúcha conectada; Public policies; Digital inclusion; Connected gaucho education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/34313

This study is linked to the Graduate Program in Public Policies and Educational Management – Professional Master's Degree at the Federal University of Santa Maria (UFSM) and the Research Group on Education, Technologies, and Society (INTERFACES/CNPq). It discusses the theme of educational public policies and digital inclusion, specifically the Connected Education Gaucho Program in the state education network of Santa Maria. In this context, the study aims to understand the perceptions of high school teachers regarding the program to identify its potential strengths and weaknesses as a public policy. The specific objectives are: to build the state of knowledge on educational public policies for digital inclusion; to identify the legal theoretical frameworks of digital inclusion in Brazilian education, aligned with SDG 4 of the 2030 Schedule; to investigate the potentialities and weaknesses in the implementation and use of the Connected Education Gaucho Program; and to propose a pedagogical report to support the execution of the program in a high school within the state education network of Santa Maria. The study is based on qualitative research using a case study approach and is characterized as applied and engaged research, conducted with teachers from a state school. The research techniques used include bibliographic research, document analysis, semi-structured interviews, questionnaires, and Discursive Textual Analysis (DTA) for data analysis and discussion of results. The theoretical framework is structured based on legal theoretical frameworks and authors addressing digital inclusion and its influence on learning. The analysis led to the emergence of the following categories: Educators’ understanding and perception of the Connected Education Gaucho Program and the challenges of digital inclusion; Actions implemented by the program for teacher training and the pedagogical use of digital technologies; and Potentialities and Weaknesses in the implementation of the Connected Education Gaucho Program and digital inclusion. The study concludes that the actions implemented by the program were insufficient for the digital inclusion of teachers and students in the school. The results highlighted the low quality of internet connection and the lack of teacher training for the pedagogical use of digital technologies. The final product developed was an educational website aimed at supporting teachers and school administrators in executing the program.