CULTURA DIGITAL: A IMPORTÂNCIA DO USO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO PARA A CONSAGRAÇÃO DO DIREITO FUNDAMENTAL À EDUCAÇÃO

• Ano de defesa: 2022
• Autor(a) principal: Kegler, Éder Fernando
• Orientador(a): Alves, Marcos Alexandre
• Banca de defesa: Souza, Liege Alendes de, Zanella , Diego Carlos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Mestrado Acadêmico em Ensino de Humanidades e Linguagens
• Departamento: Ensino de Humanidades e Linguagens
• País: Brasil
• Palavras-chave em Português: Ensino. Aprendizagem. Inclusão digital. Formação integral. Direito à educação.
• Palavras-chave em Inglês: Teaching. Learning. Digital Inclusion. Comprehensive Formation. Right to Education.
• Área do conhecimento CNPq: Humanidades e Linguagens
• Link de acesso: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1122

This research analyzed the influence of digital inclusion within students’ comprehensive formation in order to enable them to the full citizenship exercise and to the construction of a democratic society. This research investigated the education epistemology and its constitutional and normative prediction as a fundamental right, the phenomenon of the virtualization of culture and the importance of the use of Information and Communication Technologies (ICTs) within teaching, learning, and knowledge building. In a more specific manner, the following was studied: the scenario of education and school in front of a new knowledge paradigm; abilities and knowledge that education and school need to build; the necessary intersection among education, school, and society; theoretical and normative basis to the fundamental right to education; the phenomenon of virtualization of culture and its influence in the process of teaching and learning. This research used a questionnaire as a data collection tool, which was applied to 20 (twenty) teachers from 4 (four) municipality schools of Nova Prata, RS. Furthermore, document study and epistemological and educational fundamentals were confronted with the collected data through data collection, analysis, and discussion of answers upon knowledge and use of ICTs by teachers that work in elementary school, which allowed to identify the influence of digital inclusion within students’ comprehensive formation. The research used a qualitative approach, based upon case study, whose descriptive and exploratory strategy consists in investigating digital inclusion and to what extent such inclusion is able to provide citizenship exercise and the construction of a democratic and collaborative society. In terms of data interpretation, content analysis was adopted, relating results to research subjects, with the perspective of authors that study such theme. Lastly, this research enabled the understanding upon the need for reflection about digital inclusion, the importance of Continuing Education and the use of ICTs by teachers in students’ process of teaching and learning in elementary school, correlating to the effectiveness of the fundamental right to education.