REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM

Detalhes bibliográficos
Autor(a) principal: Tamanini, Paulo Augusto
Data de Publicação: 2019
Outros Autores: Souza, Maria do Socorro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Temas em Educação
Texto Completo: https://periodicos.ufpb.br/index.php/rteo/article/view/47981
Resumo: This study aims to discuss the contribution of the use of digital technologies in the teaching of History for the digital and social inclusion of students. Based on authors such as Bonilla (2005); Bonilla and Pretto (2011); Bonilla and Oliveira (2011); Lemos (2007; 2011); Castells (2002, 2003, 2005) and Bittencourt (2011), the text addresses the need for the critical insertion of technologies in the teaching of History as a requirement for digital inclusion to take place. This work discusses the different understandings of the term digital inclusion, from the point of view of some authors and governmental programs, as well as the relationship between the concepts of digital inclusion, social inclusion and citizenship, closely intertwined. The research, of a bibliographic nature, aims, finally, to take a citizen perspective of digital inclusion, positioning itself by the defense of a digital inclusion that enables the conscious and authorial use of the technologies by the learner, making the teaching of History more meaningful and appropriate with the demands of the age of knowledge.
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spelling REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOMINCLUSIÓN MÁS ALLÁ DE LA INSERCIÓN. TECNOLOGÍA, INCLUSIÓN DIGITAL Y CIUDADANÍA Y EL PAPEL DEL PROFESOR DE HISTORIA EN EL AULA: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOMINCLUSÃO PARA ALÉM DA INSERÇÃO. TECNOLOGIA, INCLUSÃO DIGITAL E CIDADANIA E O PAPEL DO PROFESSOR DE HISTÓRIA NA SALA DE AULA: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOMInclusão digitalTecnologia Digital da Informação e ComunicaçãoInclusão socialCidadaniaDigital inclusionInformation and Communication Digital TechnologySocial inclusionCitizenshipInclusión digitalTecnología Digital de la Información y la ComunicaciónInclusión socialCiudadaníaThis study aims to discuss the contribution of the use of digital technologies in the teaching of History for the digital and social inclusion of students. Based on authors such as Bonilla (2005); Bonilla and Pretto (2011); Bonilla and Oliveira (2011); Lemos (2007; 2011); Castells (2002, 2003, 2005) and Bittencourt (2011), the text addresses the need for the critical insertion of technologies in the teaching of History as a requirement for digital inclusion to take place. This work discusses the different understandings of the term digital inclusion, from the point of view of some authors and governmental programs, as well as the relationship between the concepts of digital inclusion, social inclusion and citizenship, closely intertwined. The research, of a bibliographic nature, aims, finally, to take a citizen perspective of digital inclusion, positioning itself by the defense of a digital inclusion that enables the conscious and authorial use of the technologies by the learner, making the teaching of History more meaningful and appropriate with the demands of the age of knowledge.Este estudio intenta discutir la contribución del uso de las tecnologías digitales en la enseñanza de Historia para la inclusión digital y social de los alumnos. Apoyado en autores como Bonilla (2005); Bonilla y Pretto (2011); Bonilla y Oliveira (2011); Lemos (2007; 2011); Castells (2002; 2003; 2005) y Bittencourt (2011), el texto aborda la necesidad de la inserción crítica de las tecnologías en la enseñanza de la Historia como requisito para que la inclusión digital ocurra. Se discute sobre las diferentes comprensiones del término inclusión digital, a partir de algunos autores y programas gubernamentales, así como la relación entre los conceptos de inclusión digital, inclusión social y ciudadanía, íntimamente entrelazados. La investigación, de cuño bibliográfico, busca, por fin, emprender por la perspectiva ciudadana de la inclusión digital, posicionándose por la defensa de una inclusión digital que posibilite el uso consciente y autoral de las tecnologías por el alumno, haciendo la enseñanza de Historia más significativa y acorde con las demandas de la era del conocimiento.Este estudo intenta discutir a contribuição do uso das tecnologias digitais para o Ensino como forma de a inclusão digital e social dos alunos. Apoiado em autores como Bonilla (2005); Bonilla e Pretto (2011); Bonilla e Oliveira (2011); Lemos (2007; 2011); Castells (2002; 2003; 2005) e Bittencourt (2011), o texto aborda a necessidade da inserção crítica das tecnologias no Ensino como requisito para que a inclusão digital aconteça. Discorre sobre as diferentes compreensões do termo inclusão digital, a partir de alguns autores e programas governamentais, bem como a relação entre os conceitos de inclusão digital, inclusão social e cidadania, intimamente entrelaçados. A pesquisa, de cunho bibliográfico, busca, por fim, enveredar pela perspectiva cidadã da inclusão digital, posicionando-se pela defesa de uma inclusão digital que possibilite o uso consciente e autoral das tecnologias pelo aluno, tornando o ensino de História mais significativo e condizente com as demandas da era do conhecimento.Editora da UFPB2019-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpb.br/index.php/rteo/article/view/4798110.22478/ufpb.2359-7003.2019v28n3.47981Revista Temas em Educação; Vol. 28 No. 3 (2019): RTE (Sept.-Dec.)Revista Temas em Educação; Vol. 28 Núm. 3 (2019): RTE (sept.-dic.)Revista Temas em Educação; v. 28 n. 3 (2019): RTE (set.-dez.)2359-70030104-2777reponame:Temas em Educaçãoinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPBporhttps://periodicos.ufpb.br/index.php/rteo/article/view/47981/28841Tamanini, Paulo AugustoSouza, Maria do Socorroinfo:eu-repo/semantics/openAccess2020-12-12T23:26:15Zoai:periodicos.ufpb.br:article/47981Revistahttps://periodicos.ufpb.br/index.php/rteoPUBhttps://periodicos.ufpb.br/index.php/rteo/oaippge@ce.ufpb.br || revistateducppge@ce.ufpb.br || periodicos.ufpb@gmail.com2359-70030104-2777opendoar:2020-12-12T23:26:15Temas em Educação - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
INCLUSIÓN MÁS ALLÁ DE LA INSERCIÓN. TECNOLOGÍA, INCLUSIÓN DIGITAL Y CIUDADANÍA Y EL PAPEL DEL PROFESOR DE HISTORIA EN EL AULA: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
INCLUSÃO PARA ALÉM DA INSERÇÃO. TECNOLOGIA, INCLUSÃO DIGITAL E CIDADANIA E O PAPEL DO PROFESSOR DE HISTÓRIA NA SALA DE AULA: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
title REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
spellingShingle REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
Tamanini, Paulo Augusto
Inclusão digital
Tecnologia Digital da Informação e Comunicação
Inclusão social
Cidadania
Digital inclusion
Information and Communication Digital Technology
Social inclusion
Citizenship
Inclusión digital
Tecnología Digital de la Información y la Comunicación
Inclusión social
Ciudadanía
title_short REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
title_full REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
title_fullStr REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
title_full_unstemmed REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
title_sort REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM: REFRAMES OF INCLUSION BEYOND INSERTION. TECHNOLOGY, DIGITAL INCLUSION AND CITIZENSHIP AND THE ROLE OF THE HISTORY TEACHER IN THE CLASSROOM
author Tamanini, Paulo Augusto
author_facet Tamanini, Paulo Augusto
Souza, Maria do Socorro
author_role author
author2 Souza, Maria do Socorro
author2_role author
dc.contributor.author.fl_str_mv Tamanini, Paulo Augusto
Souza, Maria do Socorro
dc.subject.por.fl_str_mv Inclusão digital
Tecnologia Digital da Informação e Comunicação
Inclusão social
Cidadania
Digital inclusion
Information and Communication Digital Technology
Social inclusion
Citizenship
Inclusión digital
Tecnología Digital de la Información y la Comunicación
Inclusión social
Ciudadanía
topic Inclusão digital
Tecnologia Digital da Informação e Comunicação
Inclusão social
Cidadania
Digital inclusion
Information and Communication Digital Technology
Social inclusion
Citizenship
Inclusión digital
Tecnología Digital de la Información y la Comunicación
Inclusión social
Ciudadanía
description This study aims to discuss the contribution of the use of digital technologies in the teaching of History for the digital and social inclusion of students. Based on authors such as Bonilla (2005); Bonilla and Pretto (2011); Bonilla and Oliveira (2011); Lemos (2007; 2011); Castells (2002, 2003, 2005) and Bittencourt (2011), the text addresses the need for the critical insertion of technologies in the teaching of History as a requirement for digital inclusion to take place. This work discusses the different understandings of the term digital inclusion, from the point of view of some authors and governmental programs, as well as the relationship between the concepts of digital inclusion, social inclusion and citizenship, closely intertwined. The research, of a bibliographic nature, aims, finally, to take a citizen perspective of digital inclusion, positioning itself by the defense of a digital inclusion that enables the conscious and authorial use of the technologies by the learner, making the teaching of History more meaningful and appropriate with the demands of the age of knowledge.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpb.br/index.php/rteo/article/view/47981
10.22478/ufpb.2359-7003.2019v28n3.47981
url https://periodicos.ufpb.br/index.php/rteo/article/view/47981
identifier_str_mv 10.22478/ufpb.2359-7003.2019v28n3.47981
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpb.br/index.php/rteo/article/view/47981/28841
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da UFPB
publisher.none.fl_str_mv Editora da UFPB
dc.source.none.fl_str_mv Revista Temas em Educação; Vol. 28 No. 3 (2019): RTE (Sept.-Dec.)
Revista Temas em Educação; Vol. 28 Núm. 3 (2019): RTE (sept.-dic.)
Revista Temas em Educação; v. 28 n. 3 (2019): RTE (set.-dez.)
2359-7003
0104-2777
reponame:Temas em Educação
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
instacron_str UFPB
institution UFPB
reponame_str Temas em Educação
collection Temas em Educação
repository.name.fl_str_mv Temas em Educação - Universidade Federal da Paraíba (UFPB)
repository.mail.fl_str_mv ppge@ce.ufpb.br || revistateducppge@ce.ufpb.br || periodicos.ufpb@gmail.com
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