De "estrangeiro" @ "naturalizado": flagrantes do processo de inclusão digital de uma professora da educação básica.

Abstract

Distance Education by means of Internet has become a very common and meaningful teaching modality nowadays. For the Government, teachers continuous training through this resource has appeared as an interesting possibility for qualifying this professional, once it can reach a huge number of people by apparent lower costs. Media in Education Course - ME (MEC/SEED/DPCEAD) is included in this context, with the purpose of training teachers for the pedagogical use of media in the classroom. There are only two requirements for the teacher's registering in this course: to have a teaching degree and minimal competence for digital literacy practice in order to deal with computer and Internet. Nevertheless, many teachers who attend the course do not fulfill the second requirement. However, due to the opportunity of continuing education, a teacher from the second version of the course in the state of Paraiba, assured her search for ways of mastering the required digital literacy practice, and then concluded she was digital included because of her participation in the course. Based on this data, this dissertation presents its main goal: to analyze the process of digital inclusion of a subject who was attending the ME program. The specific goals are: to characterize and interpret the process of digital inclusion by the subject who describes himself as a digital included teacher; to describe and interpret the route of one subject in ME basic level, concerning the digital practices demonstrated by him through the e-mails sent to the tutor, as well as through the tasks accomplished during the course. Therefore, we have adopted a qualitative approach methodology and have developed a case study. The corpus of this analysis is grounded in three instruments: semi-structured interview, e-mails and the teacher's tasks in the learning platform. Out of these three instruments we have chosen 29 excerpts from the informer's text which had both theoretical and analytical treatment according to some authors' studies: Buzato (2007) and Coscarelli (2007), concerning digital inclusion; Kleiman (1995 ; 2001), Soares (2002) and Hamilton & Barton (2002), with regard to literacy; Araujo, J. (2006 ; 2007), Ribeiro (2007) and Xavier (2005) in relation to digital literacy, among others who contributed to the data categorization in three moments: a) language in the migration process; b) search for autonomy and c) digital literacy presented. This categorization points out respectively to: a) language is a determinant indicator of a subject digital inclusion; b) during the process of digital inclusion the subject presents stages of meaningful autonomy and c) the digital literacy practices demonstrated in each stage correspond to different levels of digital literacy.The discussion provided in this theoretical and analytical route, among other aspects, allowed us to consider that digital inclusion is essential to the success of the teachers registered in ME course.