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Educação, desigualdades sociais e usos do computador Magalhães: Uma pesquisa comparativa
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Advisor(s)
Abstract(s)
Ao longo das últimas décadas têm-se implementado múltiplos programas governamentais e realizados investimentos consideráveis em tecnologias da informação e comunicação nas escolas, na generalidade dos países europeus, incluindo no nosso país, numa perspetiva de inclusão digital das novas gerações, particularmente dos grupos sociais mais desfavorecidos. Alguns dados já apurados apontam para o efeito que o programa e.escolinha, com início em 2008/09, no 1º ciclo do ensino básico, teve na democratização do acesso a estas tecnologias na população em causa (GEPE, 2001; Silva & Diogo, 2011). Resta, contudo, aprofundar em que medida esta democratização de acesso se está a traduzir numa verdadeira democratização de usos. Interessa-nos enquadrar este problema no campo da Sociologia da Educação, nomeadamente na questão das desigualdades sociais face à educação, mais especificamente na análise da articulação entre escola e família nos velhos e novos processos de (re)produção social e cultural. A partir de dois estudos de caso, um na Região Centro e outro na Região Autónoma dos Açores, baseados em métodos extensivos (inquérito a pais, alunos e professores) e intensivos (entrevistas a pais e professores e registos etnográficos de uma turma), propomo-nos analisar, numa perspetiva comparativa, como é que as crianças dos diferentes grupos sociais usam o computador Magalhães e como é mediado esse uso pela escola e pela família.
ABSTRACT: Over the past decades have been deployed multiple government programs and conducted considerable investments in information and communication technologies in schools, in most European countries, including in our country, in a perspective of the digital inclusion of the new generations, particularly the social disadvantaged groups. Some data point to the already established fact that the program e.escolinha, starting in 2008/09, in the 1st cycle of basic education, meant the democratization of access to these technologies (GEPE, 2001; Diogo & Silva, 2011). There remains, however, the question of to what extent this democratization of access is being translated into a true democratization of uses. We are interested in framing this issue in the field of Sociology of Education, including the question of social inequalities in the field of education, more specifically in the analysis of the relationship between school and family in the old and new processes of social and cultural (re)production. From two case studies, one in the Central Region and one in the Azores, based on extensive methods (survey of parents, students and teachers) and intensive methods (interviews with parents and teachers and ethnographic records of a class), we propose to analyse, in a comparative perspective, how children from different social groups use the Magalhães computer and as such use is mediated by the school and the family.
ABSTRACT: Over the past decades have been deployed multiple government programs and conducted considerable investments in information and communication technologies in schools, in most European countries, including in our country, in a perspective of the digital inclusion of the new generations, particularly the social disadvantaged groups. Some data point to the already established fact that the program e.escolinha, starting in 2008/09, in the 1st cycle of basic education, meant the democratization of access to these technologies (GEPE, 2001; Diogo & Silva, 2011). There remains, however, the question of to what extent this democratization of access is being translated into a true democratization of uses. We are interested in framing this issue in the field of Sociology of Education, including the question of social inequalities in the field of education, more specifically in the analysis of the relationship between school and family in the old and new processes of social and cultural (re)production. From two case studies, one in the Central Region and one in the Azores, based on extensive methods (survey of parents, students and teachers) and intensive methods (interviews with parents and teachers and ethnographic records of a class), we propose to analyse, in a comparative perspective, how children from different social groups use the Magalhães computer and as such use is mediated by the school and the family.
Description
VII Congresso Português de Sociologia, "Sociedade, Crise e Reconfigurações", Porto, 20 a 22 de Junho de 2012 (Comunicação).
Keywords
Desigualdades sociais na educação TIC Relação Escola-Família Social inequalities in education ICT School-family relationships
Citation
Diogo, A., Silva, P., Gomes, C., Coelho, C., Fernandes, C. e Viana, J. (2012), "Educação, desigualdades sociais e usos do computador Magalhães: Uma pesquisa comparativa", in Atas do VII Congresso Português de Sociologia, Sociedade, Crise e Reconfigurações, Porto, 20 a 22 de Junho de 2012, pp. 1-25. ISBN 978-989-97981-0-6. Atas acessíveis em http://www.aps.pt/vii_congresso.
Publisher
APS, Associação Portuguesa de Sociologia