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Publication
O conceito de inclusão digital : estado da arte no Brasil e em Portugal
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Advisor(s)
Abstract(s)
Acreditamos que cursos de formação inicial de professores a distância podem ser espaços de apropriação participativa das tecnologias digitais de rede, na medida em que o projeto pedagógico, o currículo e a concepção didático-metodológica do curso pressuponham inclusão digital. Esse artigo decorre de uma pesquisa que está sendo desenvolvida em uma tese de Doutorado em Educação, cujo objetivo é analisar a compreensão e a prática da inclusão digital na formação de educadores a distância das Universidades Abertas do Brasil e de Portugal. A primeira parte dessa pesquisa trata-se de um levantamento bibliográfico, buscando compreender como está sendo concebido o conceito de inclusão digital nas pesquisas acadêmicas do Brasil e de Portugal e suas articulações com a formação docente, tema sobre o qual nos debruçamos nesse texto.
It is believed that teacher’s initial training courses done on a distance can be spaces for digital network technologies participatory ownership, to the extent that the educational project, the curriculum and the teaching-methodological conception presuppose the digital inclusion. This article accrues from a research that is being developed as a Doctoral Dissertation in Education, which aims to examine the understanding and practice of digital inclusion in a distance teacher training at Open Universities in Brazil and Portugal. The first part of the present research is a bibliographic survey objects to understand how the digital inclusion concept is being designed in the academic research in Brazil and Portugal and their links with teacher training, a subject on which we concentrate in this text.
It is believed that teacher’s initial training courses done on a distance can be spaces for digital network technologies participatory ownership, to the extent that the educational project, the curriculum and the teaching-methodological conception presuppose the digital inclusion. This article accrues from a research that is being developed as a Doctoral Dissertation in Education, which aims to examine the understanding and practice of digital inclusion in a distance teacher training at Open Universities in Brazil and Portugal. The first part of the present research is a bibliographic survey objects to understand how the digital inclusion concept is being designed in the academic research in Brazil and Portugal and their links with teacher training, a subject on which we concentrate in this text.
Description
Keywords
Inclusão digital Formação de professores Ensino a distância Digital inclusion Teacher training Distance education III Colóquio Luso-Brasileiro de Educação a Distância e Elearning
Pedagogical Context
Citation
Marcon, Karina; Carvalho, Marie Jane Soares - O conceito de inclusão digital [Em linha]: estado da arte no Brasil e em Portugal. In Colóquio Luso-Brasileiro de Educação a Distância e Elearning, 3, Lisboa, 2013. "Colóquio Luso-Brasileiro...: atas". Lisboa : Universidade Aberta. LEAD, 2014. ISBN 978-972-674-738-3. p. 1-16
Publisher
Universidade Aberta
LE@D
LE@D