Submitted by Carla Soares (carladanielle@hotmail.com) on 2012-08-25T21:58:41Z No. of bitstreams: 1 Dissert_CarlaSoares_Final_2012.pdf: 1649745 bytes, checksum: 1c7c43043cdf46a1df59713a55bcd3be (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2012-08-27T20:18:16Z (GMT) No. of bitstreams: 1 Dissert_CarlaSoares_Final_2012.pdf: 1649745 bytes, checksum: 1c7c43043cdf46a1df59713a55bcd3be (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-08-28T14:45:57Z (GMT) No. of bitstreams: 1 Dissert_CarlaSoares_Final_2012.pdf: 1649745 bytes, checksum: 1c7c43043cdf46a1df59713a55bcd3be (MD5) / Made available in DSpace on 2012-08-28T14:46:21Z (GMT). No. of bitstreams: 1 Dissert_CarlaSoares_Final_2012.pdf: 1649745 bytes, checksum: 1c7c43043cdf46a1df59713a55bcd3be (MD5) Previous issue date: 2012-07-27 / A Lan House, surgida no Brasil como um meio de entretenimento para os jovens, se tornou, em um curto espaço de tempo, uma febre nas periferias das grandes cidades brasileiras. Essa disseminação se deu, principalmente, após o programa 'Computador para Todos' lançado pelo Governo Federal a título de política pública de inclusão digital. Assim, as Lan Houses se constituíram em uma oportunidade de acesso ao computador e à Internet para aqueles que não teriam ingresso à rede se não fosse a existência desse tipo de instituição comercial (CDI, 2010), sendo a segunda principal provedora de acesso público às TIC no país (CETIC, 2010). Diante desse cenário, este estudo se propõe a descrever a trajetória na implantação das Lan Houses no Brasil, sob a ótica da Teoria Ator-Rede, identificando os atores relevantes na formação de uma rede sociotécnica, por meio do método de estudo de caso único realizado no bairro Jardim Catarina, em São Gonçalo. O trabalho apresenta, ainda, o modelo heurístico de inclusão digital para avaliar se este tipo de estabelecimento apresenta fatores relevantes para fomentar a inclusão digital. O resultado desta análise revela que as Lan Houses não são um agente de inclusão digital, apesar de sua relevância para as regiões com menores índices de renda e, por conseguinte, restritas ao uso de computadores e Internet, como o bairro Jardim Catarina. / Lan House, which appeared in Brazil as a place of entertainment, became in a short time, an entrepreneurship fever in the outskirts of large cities. The Brazilian Lan House phenomenon is in part a side effect of a federal government programme called 'computers for all', as part of a political public of digital inclusion. Thus, Lan Houses have featured as key locations for access to the worldwide computer for thousands of Brazilians who had no access to the Internet until the Lan Houses came into existence. They represent the second leading provider of public access to ICT in the country (CETIC, 2010). Due to this, the objective of this study is to describe the trajectory of Lan Houses’implementation, by theoretical perspective of Actor-Network Theory, identifying the relevant actors of a sociotechnical network. In order to analyze this, a single case study explanatory methodology was adopted, based on a Lan House at Jardim Catarina, São Gonçalo ( Rio de Janeiro). The research also presents a heuristic model of digital inclusion to understand if this kind of establishment presents some main facets considered key success factors to promote digital inclusion. The result of this analysis points out that the Lan House is not a digital inclusion agent, despite its relevance to the regions with lower rates of income and, therefore, restricted to the use of computers and Internet, as the Jardim Catarina is.

The refugee crisis is currently a major world event. However, not much is known about the technology adoption and digital skills of those fleeing these conflicts and seeking asylum in foreign countries. To study this, a qualitative study was conducted in Umeå, Sweden. Data was collected through interviews, written responses and observations. The results show that refugees and asylum seekers have positive attitude towards digital technology adoption. However, they perceived digital technology primarily as tools to fulfil their recreational needs. A strategic use of technology for improving productivity was not evident. While formal internet skills were generally common among every user, most interviewees were not able to carry out more complex tasks, such as finding facts online, as they found it particularly challenging to select appropriate search systems and to construct meaningful queries. This research wants to contribute to the literature in IT and social inclusion. The findings reported here suggest that digital divide can be conceptualized as digital illiteracy because of lacking awareness over data management and information processing capabilities. Moreover, identifying the digital practices of these minority groups could be extremely meaningful for the digital inclusion strategy efforts of Sweden and for a better design of public services.

[pt] O cruzamento entre as características da juventude da atualidade, com as características do hipertexto e a nova textualidade por ele proposta, a conjuntura de exclusão digital e a necessidade de mudança deste quadro são o ponto de partida para a exploração do hipertexto e a sugestão, com base nos postulados teóricos da pedagogia de David Ausubel, de um conjunto de ferramentas para a elaboração de um sistema em hipertexto que vise a eficiência pedagógica, não apenas através do conteúdo por ele apresentado, mas de uma série de posturas e ações por ele incentivadas. Num mundo de crescente convergência para as mídias eletrônicas de comunicação e disseminação da informação, torna-se imperativo discutir e implementar medidas que visem a inclusão digital, sob pena e risco não apenas de aumentar o apartheid profissional entre incluídos e alijados da informática, mas o próprio apartheid social, ao se formar jovens despreparados para lidar com as novas demandas da própria sociedade. No seio desta ebulição encontra-se a escola diante do dilema de ter que escolher entre a inércia de um sistema que já formou milhões, e a coragem de romper paradigmas, diante da pressão provocada por alunos que cada vez mais participam da tal Revolução Digital, e sofrem os reflexos da interação com sistemas hipertextuais de disponibilização da informação na Internet e das novas práticas sociais que advém de suas ferramentas de comunicação. O oferecimento de material didático em ambiente hipertextual tem por objetivo contemplar estas questões, bem como promover a inclusão digital de alunos, pais e escolas. / [en] The mediation between the characteristics of present time youth, the characteristics of hypertext and its new literacy and the conjuncture of digital exclusion and the necessity of changing this scenario are the starting point for exploring hypertext and for suggesting, based upon the theoretical postulates of David Ausubels pedagogy, a set of tools for the elaboration of hypertext systems witch seek for pedagogical efficiency, not only through their content, but through a series of statements and action which they stimulates. In a world of increasing convergence towards the electronic media of communication and information dissemination, discussing and implementing actions which aim for the digital inclusion becomes imperative, or else the increasing of professional apartheid among those who has access to digital media and those who are digitally unprovided is a risk, as well as the increasing of social apartheid, as a result of forming youth which are unprepared for dealing with the new society demands. The school system finds itself amidst this cross-fire. It ought to choose between the inertia of a system which has already formed millions of people, or the courage to break with its model, on account of the increasing pressure made by students that, at a rising rate, take role in the Digital Revolution and, therefore, suffer the reflexes of interacting with hypertext systems for providing information on the Internet and the new social code that arise from its communication tools. The objective of providing of schoolbooks in hypertext environment is to contemplate those issues, as well as to promote digital inclusion of students, parents and schools.

Orientador: Jose Armando Valente / Tesse (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-18T17:15:35Z (GMT). No. of bitstreams: 1 Rodriguez_CarlaLopes_D.pdf: 11016734 bytes, checksum: 6a2d545bb521a2719494194fb55a6e8b (MD5) Previous issue date: 2011 / Resumo: Esta tese tem como objetivo mostrar de quais formas a utilização de recursos audiovisuais, como câmeras digitais, aparelhos portáteis multiplayer e ferramentas hipermidiáticas disponíveis em um ambiente de Educação a Distância (EAD), pode favorecer a comunicação e a construção de conhecimentos em rede em um contexto de Inclusão Digital. Esses recursos foram utilizados para o processo de interação e produção de conhecimentos por uma Comunidade Virtual de Aprendizagem (CVA) em formação. Essa CVA, denominada Re@ge - Rede virtual de Agentes - instanciada no ambiente de EAD Tidia-Ae/Sakai, foi composta por pesquisadores, médicos, agentes comunitários de saúde, educador físico, enfermeiros e pessoas vinculadas aos espaços públicos de acesso as Tecnologias de Informação e Comunicação (TIC) do município de Pedreira, interior do estado de São Paulo (Brasil). Neste contexto, foram criadas situações colaborativas de aprendizagem onde os usuários/aprendizes se apropriavam dos procedimentos, estratégias e recursos disponíveis para coletar, discutir e gerar conteúdos multimidiáticos. Os conteúdos coletados eram compartilhados, discutidos e reelaborados pelos participantes na comunidade virtual e, posteriormente, distribuídos à população por meio de diferentes mídias. A metodologia utilizada para esta investigação foi a da pesquisa-ação e os dados coletados, por meio de questionários, entrevistas semiestruturadas e observação participante, foram analisados qualitativamente com o apoio do software para Classificação Hierárquica Implicativa e Coesiva (CHIC). A análise dos dados compilados explicitou como o uso dos recursos audiovisuais e ferramentas hipermidiáticas disponíveis, aliados às estratégias de capacitação utilizadas, possibilitaram as diferentes formas de expressão (texto, áudio, vídeo e foto), o estabelecimento da comunicação e a construção de conhecimentos entre os participantes da CVA. Com base nos resultados alcançados foi possível ainda compreender as potencialidades e os limites dos recursos disponíveis de forma que o seu uso pudesse ser capaz de incrementar o processo de interação, superando as limitações da capacitação nos moldes tradicionais e ampliando as possibilidades de aprendizagem / Abstract: This thesis aims to show how the use of audiovisual resources, such as digital cameras, handheld devices and multiplayer tools available in a hypermedia environment for Distance Education (EAD), can help build communication and networking skills in a context Digital Inclusion. These funds were used for the process of interaction and knowledge production by a Virtual Learning Community (VLC) in training. This VLC, called Re@ge - Network Virtual Agents - instantiated in the distance education environment Tidia-Ae/Sakai was comprised of researchers, physicians, community health agents, physical educator, nurses and other people linked to public spaces Access Technologies Information and Communication Technology (ICT) in the municipality of Pedreira, the state of São Paulo (Brazil). Thus, we created collaborative learning situations where the users/learners take ownership of the procedures, strategies and resources to gather, discuss and generate multimediatic content. The contents collected were shared, discussed and reworked by the participants in the virtual community and then distributed to the population through different media. The methodology for this research was action research and data collected through questionnaires, interviews and participant observation, were qualitatively analyzed with the assistance of software for Hierarchical Classification Implicative and Cohesive (CHIC). The analysis of data compiled explained how the use of audiovisual aids and hypermedia tools available, combined with capacity building strategies used, allowed the different forms of expression (text, audio, video and photo), the establishment of communication and the construction of knowledge among participants of the VLC. Based on the results was impossible to understand the potential and limits of available resources so that their use might be able to boost the interaction process, overcoming the limitations of training in the traditional and expanding learning opportunities / Doutorado / Artes Visuais / Doutor em Artes

Em 2008, o governo de São Paulo, com o objetivo de propiciar a inclusão digital e social das comunidades escolares da rede pública estadual paulista, implantou nas escolas estaduais o Programa Acessa Escola. Disponibilizando computadores e internet nesse ambiente educativo, a Secretaria da Educação do Estado de São Paulo considera esse Programa, desde sua implantação, como um instrumento que pode e deve ser apropriado pelos educadores em seu trabalho pedagógico. Visando a capacitação dos professores da rede estadual paulista de ensino para o uso de computador e internet como instrumentos de pesquisa e comunicação, a partir de 2009, a supracitada Secretaria ofereceu-lhes, com inscrição por adesão, um curso básico de formação tecnológica, o qual foi concluído, no período de 2009 a 2013, por duzentos e cinquenta e oito professores de escolas estaduais jurisdicionadas à Diretoria de Ensino Região Guaratinguetá. Esse estudo, de caráter descritivo, objetiva verificar a utilização do Programa Acessa Escola por professores que concluíram o referido curso, no período de 2009 a 2013. Especificamente, visa identificar as mudanças ocorridas em relação à utilização do Programa no trabalho pedagógico dos professores concluintes do curso; conhecer os fatores facilitadores e dificultadores, assim como identificar os pessoais e contextuais na utilização do Acessa Escola para o desenvolvimento do trabalho pedagógico de professores concluintes do curso. Importando compreender se esse ambiente possibilita sua utilização no trabalho dos docentes que concluíram o curso de capacitação tecnológica, essa pesquisa de caráter exploratório, e quanti-qualitativa em relação à forma de abordagem, foi fundamentada na Teoria Social Crítica. Os dados foram coletados por meio de um questionário, respondido via correio eletrônico, e de entrevistas semiestruturadas, realizadas individualmente, junto a Professores de Educação Básica II, titulares de cargo, concluintes do curso de capacitação tecnológica oferecido pela Secretaria da Educação e que, em 2014, encontram-se ministrando aulas em escolas estaduais localizadas na área de jurisdição da Diretoria de Ensino Região Guaratinguetá. Para análise dos dados coletados utilizou-se a técnica da triangulação. Como resultado desse trabalho espera-se a geração de conhecimentos acerca da utilização pedagógica do Acessa Escola pelos referidos professores. / In 2008, the government of São Paulo, with the goal of promoting digital and social inclusion of communities in the state public schools, implemented the Acessa Escola Program. Providing computers and internet in this educational environment, the Secretary of Education of São Paulo considers this program since its implementation as an instrument that can and should be adapted by teachers in their pedagogical work. Aimed at training teachers of state public schools to use the computer and internet as tools for research and communication, from 2009 on, the aforementioned Secretariat offered them, with inscription by membership, a basic course in technological education, which was completed in the period of 2009 to 2013, by two hundred fifty-eight state school teachers under the jurisdiction of the Board of Education region of Guaratinguetá. This study, which has a descriptive character, objectives to verify the use of the Acessa Escola Program for teachers who have completed that course. Specifically, it aims to identify the changes in relation to the use of the program in the educational work of the graduating teachers; meet the facilitators and hindering factors, and identify the personal and contextual use of Acessa Escola to the development of the pedagogical work of teachers graduating from the course. Concerning the comprehension of whether this environment enables its use in the work of teachers who completed the course of technological capability, this exploratory research, quantitative and qualitative in relation to the approach, was founded in Critical Social Theory. Data were collected through a questionnaire answered by e-mail, and semi-structured interviews were conducted individually with the Basic Education Teachers II, holding officers, graduators in technological capability who, in 2014, have been teaching classes in state schools located in the area of jurisdiction of the Board of Education - region Guaratinguetá. For analysis of data we used the technique of triangulation. As a result of this work, it is expected to generate knowledge about the pedagogical use of Acessa Escola by teachers who have completed the training course offered by the State Department of Education.

Introduction. The aim of this study is to investigate how digital inclusion is constructed in Swedish library plans. This is done by examining: how discourses produce digital inclusion in twelve library plans, which motives for working with digital inclusion are expressed in these discourses and which factors are present in digital inclusion according to the library plans. Method. A discourse analysis is conducted on statements regarding public libraries’ work on digital inclusion in twelve library plans from twelve different municipalities in Stockholm county. The model used identifies signs and articulations about digital inclusion in the material, and analyzes the relationship and consequences of these. Analysis. The type of discourse analysis chosen for this study is discourse theory as presented by Winther Jørgensen and Phillips. A model of digital technology access, by Van Dijk, completes the analysis. Result. Three discourses on digital inclusion are present in the material: one democratic discourse, one digitalization discourse and one discourse of exclusion and inclusion. The digitalization discourse dominates and is closest to hegemony, but the democratic discourse is strong as well. Physical access to digital technology and skills access are the types of access most prominent in the discourses. Motivational and usage access are rarely mentioned. Conclusion. According to the dominating discourse in the studied library plans, digital inclusion is produced as a consequence of digitalization. This might lead to technological determinism. The important factors of digital inclusion involve having physical access to digital technology and the appropriate skills to handle the technology. Usage access is the type of access with the biggest inequality gap, but is the least present in the material. This is a two years master’s thesis in Library and Information Science.

La présente thèse vise à démontrer la faisabilité d’une approche centrée sur l’expérience utilisateur (user experience) pour développer des sites web adaptés aux personnes ayant un handicap visuel. En nous appuyant sur une analyse des pratiques informationnelles d’un panel d’étudiants, nous avons conçu et développé une maquette permettant de faire la « preuve du concept ». Les résultats obtenus dans le cadre de cette recherche sont de deux types : une analyse de besoins définis à partir d’entretiens et un développement informatique / The present thesis demonstrate the feasibility of a user experience approach to develop websites adapted to people with visual disabilities. Based on an analysis of the information practices of a panel of students, we designed and developed a model for a "proof of concept". The results obtained as part of this research are of two types: a needs analysis defined from interviews and a computer development.

Bakgrund: Sverige står inför en demografisk utmaning, vårdbehov förväntas öka och välfärdssektorernas tillgång till arbetskraft förväntas minska. Riksdagen har därför satt som mål att Sverige bör bli världsledande när det gäller att utnyttja möjligheterna med digitalisering, för att framgent uppnå en hållbar och kvalitativ välfärd. Den offentliga sektorn behöver således anta en bred digital strategi avseende kompetens, säkerhet, innovation, förvaltning, infrastruktur samt inkludera medarbetarna i processen. Syfte: Att undersöka kommunanställdas uppfattning om de egna förutsättningarna att vara en aktiv part i digitaliseringsprocessen i en kommunal verksamhet, med målsättning att digitaliseringen ska bidra till tryggad välfärd och folkhälsa för kommunens medborgare. Metod: En kvalitativ innehållsanalys med induktiv metod användes. Femton semistrukturerade intervjuer genomfördes med medarbetare inom omsorgssektorn i en mindre svensk kommun. Resultat: Resultatet bestod av ett övergripande tema, två teman, fyra kategorier och 13 underkategorier, som alla återspeglade förutsättningarna för delaktighet i digitaliseringsprocessen. Det övergripande temat belyste bristen på samt önskemålen om ett tydligare Medarbetarperspektiv i kommunens digitaliseringsprocess. Temat Kommunens digitala organisering påvisar vikten av inkludering och stöd, samt tillgången till utensilier. Temat Medarbetarskap i digitaliseringen åskådliggjorde de förutsättningar som inverkade på personalens egen inställning och möjlighet att vara aktiv. Slutsats: För att möjliggöra anställdas delaktighet och aktiva roll är det av stor vikt att ett medarbetarperspektiv beaktas i den digitala förändringsprocessen. Förutom inkludering och kommunikation krävs även tillgång till utensilier, stöd, vilja, kunskap och kompetensutveckling samt en medvetenhet om att digitaliseringsprocessen även påverkar medarbetarnas yrkesroller. / Background: Sweden faces a demographic challenge, care needs are expected to increase and the welfare sectors’ access to labor is expected to decrease. The Parliament stated that Sweden should become world leader at using the opportunities of digitalization to henceforth achieve sustainable and qualitative welfare. The public sector thus needs to adopt a broad digital approach regarding competence, security, innovation, management, infrastructure and including employees in the process. Aim: To investigate employees' perceptions of their prerequisites taking an active part in the digital transformation of the local council activity, with an objective that digitalization should contribute to ensure welfare and public health of their citizens. Method: A qualitative content analysis with inductive approach was undertaken. Fifteen semi-structured interviews were conducted with employees in the care sector in a smaller Swedish municipality. Result: The result consists of an overarching theme, two themes, four categories and 13 subcategories all reflecting prerequisites for participation in the digitalization process. The overarching theme highlighted the lack and desideratum of an Employee perspective. The theme The municipality's digital organization demonstrated the importance of inclusion, support and access to utensils. The theme Employeeship in digitalization demonstrated the prerequisites that affected the staff's own attitude and possibility of being active. Conclusion: To enable employees’ active roles it is of great importance that an employee perspective is taken into account in the digital transformation. In addition to inclusion and communication, access to utensils, support, willingness, knowledge and competence development and an awareness that the digitization process also affects the employees' professional roles is required.

Allt fler samhällstjänster digitaliseras och människor måste anpassas efter samhällets digitala utveckling. Detta är en fallstudie där syftet är att undersöka hur verksamheten Skånetrafiken arbetar för att motverka digitalt utanförskap, samtidigt ge ökad förståelse för begreppet digitalt utanförskap. Teorin som använts i denna studie hämtades från litteratur inom digitalt utanförskap. Den bygger på forskaren Jan Van Dijks forskning om digitalt utanförskap, där teorin syftar till att förklara de olika nivåerna i digitalt utanförskap. Undersökningen bygger på en kvalitativ intervjustudie där fem intervjuer har utförts med anställda från Skånetrafiken. Utifrån detta har flera faktorer identifierats i Skånetrafikens arbetssätt som främjar digital inkludering. Vidare har ett teoretiskt bidrag utvecklats fram för hur organisationer bör arbeta för att motverka digitalt utanförskap. Det teoretiska bidraget är ett resultat framtaget utifrån det konceptuella ramverket och studien om Skånetrafiken. / More and more community services are being digitized and people must adapt to society's digital development. This is a case study in purpose to investigate how Skånetrafiken works to counter digital exclusion, while at the same time trying to increase understanding of the concept digital exclusion. The theory used in this study was derived from literature on digital exclusion. It is based on Jan Van Dijk's research on digital exclusion, where the theory aims to explain the different levels of digital exclusion. The case is based on a qualitative interview study where five interviews have been conducted with employees from Skånetrafiken. Based on this, several factors have been identified in Skånetrafiken's working methods that promote digital inclusion. Furthermore, a theoretical contribution has been developed for how organizations should work to counter digital exclusion. The theoretical contribution is a result derived from the conceptual framework and the study of Skånetrafiken.

The aim of this thesis is to gain a greater understanding of Stockholm Public Library’s democratic role in a society that is increasingly digitalized. This is done by studying the Young IT-support project at the library, and how it aligns with the library’s mission for digital inclusion. Critical discourse analysis methods are used to understand for which “problem” the project was formulated as a solution. By using theories about digital inclusion the study also investigates if the Young IT-support project contributes to the library users’ digital competence, and how the project effects the library’s own mission of digital inclusion. The empirical material consists of policy documents connected to the Young IT-support project and interviews with young IT-supporters, librarians and administrators involved with the project. The results show that the project is formulated as a solution to two different types integration “problems”: social and digital. But the responsible authorities are only interested in whether or not the goals of social inclusion are achieved. The study shows that the project mainly contributes to increase the users’ operational skills rather than their information and strategic skills, and that it favours socioeconomically strong groups. The project does have an unburdening effect on the library’s heavy workload on digital issues. However, the study also shows that it has a potentially impeding effect on the library’s digital mission, as librarians are overlooking the deeper digital work. In conclusion, the project partially has a positive effect on the digital inclusion but that it isn’t enough to bridge the digital divide. I argue that the library needs to examine if these external collaborations are a long-term solution to social developments, or if they are a short-term solution in place until other authorities take responsibility for democratic needs and rights. This is a two years master’s thesis in Library and Information Science.