Acesso ao uso de tecnologias da informação e comunicação, escola e sociedade numa perspectiva de classes
In a period of increasing demand for the use of digital technologies in the school environment, the school, mainly the public one, comes up against several setbacks to implement the use of technologies as a complementary tool to the teaching-learning process. Such adversities have their origins in i...
| Autor principal: | Fernandes, Allan |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/24284 |
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| Resumo: |
In a period of increasing demand for the use of digital technologies in the school environment, the school, mainly the public one, comes up against several setbacks to implement the use of technologies as a complementary tool to the teaching-learning process. Such adversities have their origins in issues of class, gender, and ethnicity, thus perpetuating an unequal system. As is known throughout the history of Brazilian public education, there are two schools, the school for those with access and purchasing power, for the elite, and the school for the working class. The first seeks to maintain the status quo, with better-trained teachers, the vast majority of whites, and more favored regions in large urban centers. The school aimed at the working class, on the other hand, seeks to standardize, educate children and young people, educate for the labor market and thus perpetuate social inequality. The division of classes in society, access to various communication technologies is not guaranteed in a broader, and democratically way. While peripheral schools have fewer resources than centralized schools or in middle and upper-middle-class neighborhoods, just as teacher training is different between socioeconomic realities. Having exposed the situation, this work seeks to identify the points and understand the reason for the difference in the distribution of resources between schools, the access and digital inclusion of the population, as well as teacher training. |
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