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O eLearning em estabelecimentos prisionais: possibilidades e limites para a inclusão digital e justiça social
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Abstract(s)
As mudanças decorrentes do progresso tecnológico, característico da globalização deram origem a uma “nova sociedade” baseada na informação e no conhecimento, que gera, inevitavelmente, novas desigualdades educativas, mais evidentes em grupos menos favorecidos e em situação de exclusão social, como é o caso das pessoas em situação de reclusão. Este fato justifica que, em contexto prisional, para além da garantia do direito à educação, seja preciso ter em atenção a qualidade da formação no que diz respeito ao desenvolvimento de competências-chave para a participação na sociedade digital e em rede. Este artigo aborda o processo de formação num estabelecimento prisional português, com recurso ao eLearning, analisando o contributo deste procedimento para a promoção da justiça social. Neste sentido, são apresentadas as vantagens e as limitações desta modalidade de aprendizagem a partir da percepção de formandas reclusas. Os dados foram recolhidos através de um questionário e de um focus group, e foram analisados através de análise de conteúdo. Como principais resultados apontam-se, ao nível de justiça social, o aumento da oportunidade de acesso e de participação em ambientes digitais. Como vantagens da formação, as participantes expressaram, ainda, o aumento da autoestima e o desenvolvimento de competências de aprendizagem. Por outro lado, a desmotivação e a dificuldade de conciliação da formação com a rotina diária foram os principais obstáculos identificados.
The world is experiencing an accelerated transformation process caused by the expansion of world capitalism and technological progress, typical of globalisation. These transformations have led to a “new society” based on information and knowledge, which will inevitably generate new educational inequalities that are more evident in less favoured and socially excluded groups, as in the case of prisoners. This fact justifies that, in a prison context, in addition to ensuring the right to education, attention must be paid to the quality of education as regards the development of key skills for participating in a digital and networked society. This article addresses the training process in a Portuguese prison using eLearning, with a special focus on the drivers of digital inclusion, aiming for social justice. The paper also presents the advantages and limitations of this type of learning based on the understanding of female prison students. Data were collected through a questionnaire and a focus group, and were analysed through the content analysis technique. The main results include, in terms of social justice, more opportunities to access and participate in digital environments, conducive to inclusion. As for the advantages of training, the participants mentioned the increased self-esteem and the development of learning skills. On the other hand, the main obstacles identified were demotivation and the difficulty in balancing training with their daily routines.
The world is experiencing an accelerated transformation process caused by the expansion of world capitalism and technological progress, typical of globalisation. These transformations have led to a “new society” based on information and knowledge, which will inevitably generate new educational inequalities that are more evident in less favoured and socially excluded groups, as in the case of prisoners. This fact justifies that, in a prison context, in addition to ensuring the right to education, attention must be paid to the quality of education as regards the development of key skills for participating in a digital and networked society. This article addresses the training process in a Portuguese prison using eLearning, with a special focus on the drivers of digital inclusion, aiming for social justice. The paper also presents the advantages and limitations of this type of learning based on the understanding of female prison students. Data were collected through a questionnaire and a focus group, and were analysed through the content analysis technique. The main results include, in terms of social justice, more opportunities to access and participate in digital environments, conducive to inclusion. As for the advantages of training, the participants mentioned the increased self-esteem and the development of learning skills. On the other hand, the main obstacles identified were demotivation and the difficulty in balancing training with their daily routines.
Description
Keywords
Educação prisional Elearning Inclusão digital Justiça social Prison education Digital inclusion Social justice
Citation
MONTEIRO, Angélica, MOREIRA, J. António & LEITE, Carlinda (2016). O eLearning em estabelecimentos prisionais: possibilidades e limites para a inclusão digital e justiça social. Revista Diálogo Educacional, 16 (47), 77-102