Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-21T19:17:16Z No. of bitstreams: 1 2016 - Jadna Maria de Ara?jo.pdf: 1391452 bytes, checksum: e4866c403060aa11d7b68c4a0655220a (MD5) / Made available in DSpace on 2017-07-21T19:17:16Z (GMT). No. of bitstreams: 1 2016 - Jadna Maria de Ara?jo.pdf: 1391452 bytes, checksum: e4866c403060aa11d7b68c4a0655220a (MD5) Previous issue date: 2016-06-16 / This research aims to discuss the issue of the digital divide in rural schools and collaborate with study to accelerate the process of digital inclusion in schools in rural areas. Digital inclusion, used in schools can help students developing an informed and critical understanding of the nature mass media, the techniques used, and the impact of these techniques to the use of responsibly. While digital inclusion will have been widely debated in urban areas, this study was necessary to understand the importance of using technology in rural areas of the country. We should consider that much has been said about the use of technology in the educational context, but little is known about the process of digital inclusion in rural areas. Although provided for in legislation and education programs of our country, it is a process still in early stages of implementation in schools located in rural areas - and in some schools this process has not even started. The work was developed with bibliographical and exploratory research. At first, the concepts of literacy and digital inclusion were raised. Also discussed is the inclusion of public policies and the role of education in the process of inclusion. The empirical part of the research was divided into several stages: a survey was made of the computerization of shares in the laboratory of the surveyed public school, as well as investment, infrastructure and courses held in the computer training of teachers and students. With the data obtained, it was possible to evaluate the process of digital inclusion in rural schools of Pernambuco hinterland. We have seen that there are several factors that complicate the pedagogical integration of ICT in schools, because there is still no management developed for the computer lab of schools, and the few developed activities proved to be based on improvisations that do not meet the use objectives so proper. We have also seen that it is not enough to equip schools with computer labs. It is necessary to enhance the development of specific actions for each school reality and available human and financial resources so that ICT can be used as a learning tool. / Esta pesquisa tem como objetivo problematizar a quest?o da exclus?o digital em escolas rurais e colaborar com investiga??es para a acelera??o do processo de inclus?o digital nas escolas do meio rural. A inclus?o digital, trabalhada no ?mbito escolar, pode ajudar os alunos a desenvolverem uma compreens?o consciente e cr?tica da natureza dos meios de comunica??o de massa, das t?cnicas utilizadas, e o impacto dessas t?cnicas, para que as use de forma respons?vel. Embora a inclus?o digital j? venha sendo bastante debatida nos meios urbanos, este estudo se fez necess?rio para entendermos a import?ncia do uso das tecnologias no ?mbito rural do pa?s. Devemos considerar que muito j? foi dito a respeito do uso de tecnologias no contexto educacional, mas pouco se sabe sobre o processo de inclus?o digital no meio rural. Embora previsto na legisla??o e nos programas de Educa??o de nosso pa?s, trata-se de um processo ainda em fase inicial de implementa??o nas escolas localizadas na zona rural - e em algumas escolas esse processo ainda nem come?ou. O trabalho foi desenvolvido com pesquisa bibliogr?fica e explorat?ria. No primeiro momento, foram levantados os conceitos de alfabetiza??o e de inclus?o digital. Tamb?m discutiram-se as pol?ticas p?blicas de inclus?o, assim como o papel da Educa??o dentro do processo de inclus?o. A parte emp?rica da pesquisa se desdobrou em v?rias etapas: foi feito um levantamento das a??es de informatiza??o no laborat?rio da escola p?blica pesquisada, assim como os investimentos, infraestrutura e cursos realizados nos treinamentos de inform?tica de professores e alunos. Com os dados obtidos, foi poss?vel avaliar o processo de inclus?o digital nas escolas rurais do sert?o pernambucano. Vimos que h? v?rios fatores que dificultam a inser??o pedag?gica das TICs nas escolas, pois ainda n?o existe uma gest?o elaborada para o laborat?rio de inform?tica das escolas, e as poucas atividades desenvolvidas mostraram-se baseadas em improvisos que n?o atingem os objetivos de uso de maneira adequada. Vimos tamb?m que n?o basta equipar as escolas com laborat?rios de inform?tica. ? necess?rio potencializar o desenvolvimento de a??es espec?ficas para cada realidade escolar, e disponibilizar recursos humanos e financeiros necess?rios, para que as TICs possam ser utilizadas como instrumento de aprendizagem.