Inclusão digital induzida em escolas estaduais com ensino médio integrado do município de Cuiabá

Abstract

The constant changes in the field of technology entail changes in the educational system so as to provide students with the opportunity to have educational proposals that prepare him to solve problems similar to those they will find in daily life, especially regarding technologies. Therefore, induced digital inclusion is fostered by the federal, state and municipal governments through projects and program that distribute computer equipment and Internet to public schools, with a view to enable the digital inclusion of students and school community. In this context, the present study aimed at analyzing how state policies for digital inclusion were implanted by the Mato Grosso State Secretariat for Education, Sport and Leisure (SEDUC-MT) and how they were implemented by the schools that offer vocational high school education in Cuiabá (EMIEP and Proeja). To do so, we have researched for answers to: (a) whether digital inclusion policies (induced digital inclusion) from SEDUC-MT are aligned with their execution in the schools that offer EMIEP and Proeja, and (b) how the computer equipment are integrated into state schools in Cuiabá. Therefore, we have considered data collected from the Sigetec (FNDE) and Sigeti (Seduc-MT) systems, as well as the views held by school managers and a representative from SEDUC-MT. As to the methodology, this qualitative research consisted of systematic and non-systematic literature review, documental analysis and the descriptive exploratory method, which involves studies about topics previously little studied or not studied at all. Besides, we carried out interviews so as to gather ideas or find out possibilities about the object studied. This research presents a literature review about induced digital inclusion comparing the data gathered in the interviews, in the legislation and in the aforementioned systems. This processes led to a qualitative analysis that enabled us to identify four dimensions: 1. Political and managerial dimension; 2. Pedagogical dimension; 3. Technological and infrastructural dimension; and 4. Teacher development dimension. These dimensions subsume some of the main problems faced when carrying out projects and programs related to digital inclusion in the aforementioned schools, such as: delay in the delivery of equipment; lack of course planning in EMIEP and Proeja; lack of a technician for the computer lab; lack of logical and electrical network infrastructure; lack of a demand of training courses for EMIEP and Projea teachers. At the end, this study proposes some ideas to mitigate those problems.