Análise das políticas de inclusão digital da rede pública municipal de ensino de Uberlândia no período 1999-2012

Abstract

This study is part of the Research Area of Public Policy and Management in Education of the Master's program in Education of the Federal University of Uberlândia, and has as its central theme "The Politics of Digital Inclusion in the Municipal Public Schools in Uberlândia". Based on the historical view point of computer systems and the phenomenon of digital inclusion in the Brazilian basic education, the purpose of this research is to describe and analyze the public policy of digital inclusion formulated and implemented in Municipal Public Schools in Uberlândia - MPS / UDI, from 1999 to 2012. The choice of the theme and the motivation for this research were mainly based on a political and pedagogical reflection which emerged during the identification of difficulties and contradictions perceived throughout the career of the researcher in the field of digital education in basic education. Therefore, the objectives of this study were: a) to describe and critically analyze the historical process of the emergence and spread of computer systems and their relationship to education as a possibility for the promotion of public policies of "inclusion", b) to analyze the historical background of digital inclusion policies in education, previously written and developed in Brazil, and c) to describe and analyze the digital inclusion policies, previously written and carried out in Uberlândia in light of the official documentation and study of the laboratorian teachers views who work or worked at schools of MPS / UDI and the managers of the digital inclusion project in this municipality. To achieve the desired qualitative results, research of literature and documents were used. The technique of a quantitative and qualitative questionnaire was applied to 72 of the 99 computer lab professors-CLP who make up the faculty of MPS / IDU. The semi-structured interview technique was also used with 6 CLP's chosen according to the time of performance in that school system and the two representatives of the managers of the Center for Technology and Education who acted as managers during the implementation of key digital education policies in municipal schools from 1999 to 2012. In the first chapter of the thesis there is an analysis of the origin and dissemination of computerized systems emphasizing the context on how these systems arose and influenced the relationships between humans, knowledge, and technology to the point of requiring the need for the creation of digital inclusion policies. In the second chapter, the concepts of digital inclusion and exclusion are critically analyzed, followed by the historical context of the public policy of digital inclusion in Brazil and in the globalized world which highlights the legal provisions designed to ensure its institutional implementation. In the third chapter, describes how digital inclusion policies were designed and developed in MPS / UDI from 1999 to 2012. Also, the perceptions of managers and the computer lab professors - CLP's who took part in the implementation of such policies are described and analyzed. Among the findings, it was revealed that there is the possibility to promote significant changes in the development of teachers and students in dealing with political inclusion and digital education of the MPS / UDI. Furthermore, it points to the need to broaden and deepen the debate on the reality and potential uses of ICTs in education, in the context of building a political pedagogical project which can contribute to the increased education of students. This debate should be considered and promoted with great urgency and democratically by managers, politicians, communities and other professionals in education.