Mutirão pela inclusão digital : relacionando teoria e prática

• Ano de defesa: 2010
• Autor(a) principal: Mello, Elisângela de Fátima Fernandes de
• Orientador(a): Teixeira, Adriano Canabarro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• Palavras-chave em Português: Tecnologia educacional; Inovações educacionais; Inclusão digital; Inovações tecnológicas; Computadores e civilização
• Palavras-chave em Inglês: Educational technology; Digital divide; Educational innovations; Technological innovations; Computers and civilization
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://10.0.217.128:8080/jspui/handle/tede/668

The presence of network technologies tends to modify communication of individuals who use them. This study aims to verify how the workshops proposed in the project by the Mutirão pela Inclusão Digital of the Universidade de Passo Fundo can facilitate the appropriation of networked technologies in order to empower the individual condition of a reader-writer. For both, was followed by the first ten meetings of a design workshop for Mutirão pela Inclusão Digital developing hipermidiais reading practices aimed at digital inclusion of children aged between 9 and 11 years. Observation of the workshop was conducted by an observer and researcher through protocols that guided the situations to be observed. The text, in turn, hinges on concepts hypermodern society, cyberculture, collective intelligence, digital inclusion, interaction, reading and reader. According to the ideas discussed in this research, the process of digital inclusion should enable the participation of children, proposing autonomy and collaboration among stakeholders. If the interaction is fundamental to the individual to learn, then the ownership of network technologies should happen in a dynamic reticular and horizontal, in which everyone involved can actively positioning itself as a "node". From this study related theories, including those of Pierre Lévy, Gilles Lipovetsky, Edgar Morin, Lev Vygotsky and Luiz Antônio Marcuschi workshops and practice of digital inclusion, it was noted that when individuals are on the network, navigations are free and opens the possibility of interaction. The act of reading the network also provides the reader be the author. He re-creates a new text which is unique because it is constructed as the interest of the individual, through their interactions in cyberspace. Therefore, digital inclusion has the challenge of providing not only access, but the possibilityof the child be and be on the network. The reader need not be only the receiver, because with the network technologies it has the opportunity to contribute to intervene in the same space of the author. Individuals can use cyberspace to express themselves, assuming a condition of reader-author