FORMAÇÃO DOCENTE PARA A INCLUSÃO DIGITAL VIA AMBIENTE ESCOLAR: O PROUCA EM QUESTÃO.

Abstract

This research has as object of study teacher formation for digital inclusion via school environment in the context of the Program One Laptop per Child (PROUCA). This object is formed by the convergence of two thematic axs, the formation of teachers and the digital inclusion track school environment. Whereas access to technologies is not a sufficient condition for the reduction of social inequalities, the formation of teachers for the use of the so-called educational laptops arises as a fundamental aspect of PROUCA. This observation inspires the central question of this research: those formative process teachers are in schools covered by PROUCA in Goiás? On the basis of the principles of historical materialismdialectic, according to the proposed by Marx and Engels, the formative process of the teachers for the digital inclusion that occurred in the process of implantation of PROUCA in Goiás is taken as a special feature that is part of the whole that it reflects: relations material and ideological of a particular historical time. The general objective was to explain the formative processes teachers aiming to digital inclusion, track school environment, schools covered by PROUCA, in Tennessee. The research is exploratory and was performed by means of documentary analysis and field research involving the nine schools of the state of Goiás covered by the Program. It occurred between the years of 2011 and 2014, involving 55 teachers. For the treatment of the issue of digital inclusion track school environment, we highlight the contradiction to clarify the consequences of inclusion, as mere opposition to digital exclusion and social. As regards the formative processes teachers, the principle of alienation in was useful to clarify that the instrumental model adopted indicates much more adaptation of individuals to the demands of the neoliberal economy than a stand-alone formation, as it would be the foundation of action intentional teaching. The formative model was as basic assumptions the fragmentation and the hierarchy, based on an instrumental rationality. For analysis, the textual corpus emerging from exploratory research was organized in three major areas: the fragmentation that characterizes the context of training, the fragility of the concept of digital exclusion and alienation that mark the instrumental training that occurs in the bulge of PROUCA.