Name: DANYLLO RODRIGUES DE AMORIM
Publication date: 23/09/2024
Examining board:
Name |
Role |
|---|---|
| ELOISIO MOULIN DE SOUZA | Presidente |
| JOSÉ BOHLAND FILHO | Examinador Externo |
| SUSANE PETINELLI SOUZA | Examinador Interno |
Summary: As Information and Communication Technologies (ICTs) have been unevenly
disseminated worldwide, debates have emerged regarding digital inclusion and
exclusion, relating these terms to social inclusion. In this context, the concept of socio-
digital inclusion has emerged, addressing actions aimed not only at infrastructure and
access but also at the social advancement of individuals. In 2020, the impacts of
COVID-19 pandemic affected the world in various ways, particularly in education,
where face-to-face activities were urgently replaced by non-presential and distance
activities. However, not all students had the same access conditions and the ability to
use technological resources, as evidenced at the Federal Institute of Espírito Santo
(Ifes) – Ibatiba Campus, where difficulties and access limitations, especially in rural
and peripheral areas, hampered adaptation during the pandemic period. This
qualitative and exploratory research analyzed and explain how the Emergency Digital
Inclusion Aid, a program of the student assistance policy of Ifes, promoted the inclusion
of the benefited students in the implementation of Non-Presential Pedagogical
Activities (APNPs) during the pandemic. The resources used were identified, and the
results obtained and the social impact generated were evaluated. Semi-structured
interviews were conducted with the research subjects, and content analysis was
applied to the transcribed data. Additionally, documentary research was carried out,
involving documents and publications available from Ifes and Federal Government
regulations. The main conclusions of the study revealed that, despite the challenges,
the Emergency Digital Inclusion Aid was crucial in ensuring that many students could
access and participate in the APNPs, reducing digital access inequalities during a
critical time. However, the study also highlighted structural limitations and the need for
more comprehensive and effective public policies to address educational and digital
inequalities, especially in rural areas.
