Letteratura scientifica selezionata sul tema "Digital inclusion policies"

Purpose ”“ The paper aims at assessing the evolution of the digital divide in Brazil in the last decade from a multidimensional perspective, going beyond the issue of access. How have the inequalities in the use of Internet in Brazil varied through time? Methodology ”“ The paper investigates the relationship between individual socioeconomic characteristics and household characteristics, and the pattern of Internet access and use in Brazil using multivariate analysis, drawing on data from national ICT surveys between the years 2000 and 2019. Findings ”“ The results show that increasing access do not necessarily result in a more equitable adoption and use of available online resources. They highlight a persistent “digital elite” capable of a more sophisticated use of the Internet. The maintenance ”” and even the increase ”” of differences in the use of Internet is in line with part of the literature on digital inclusion. Practical Implications ”“ The study underscores the importance of developing methodological frameworks to better measure the digital divide, allowing it to be used as the independent variable in broader analyses of income inequality and access to public services, for instance. Additionally, the persistence of a "second level digital divide" in Brazil points to the need for policies that address the "digital skills gap" enabling the realization of the Internet's potential to ease social disparities. Originality ”“ Despite the existing literature on the relationship between online inequalities and other kinds of inequalities, there are still few empirical studies, especially with a multidimensional perspective.

Purpose – This article aims to highlight the main limitations of the emancipatory potentials of digital inclusion policies and information and communication technologies (ICTs). Increasingly, empowerment is put forward as one of the main goals of digital inclusion. By applying user-centric and participatory approaches, assumptions are made that individuals will be empowered and, as such, will be re-included in society. Design/methodology/approach – These assumptions, however, tend to ignore the social, economic, political and technical conditions within which individual choices are made and within which individuals must inevitably act. Instead of attempting to narrow the existing social gap between class-divided societies, and of probing the limitations given at the macro-level by questioning the wider social structure, digital inclusion policies tend to individualize problems that are in fact social in their nature. Findings – This contribution will, therefore, aim to identify the key causes of structural (dis)empowerment and how these resonate to digital inclusion. The article positions itself within the political economy of communication research tradition and aims to confront the structural consequences of social inequalities, existing social hierarchies and power structures against mechanisms of digital inequalities and against the implementation of digital inclusion policies. Originality/value – By proceeding from a critical perspective, it aims to demonstrate the limitations of user-centric and micro-level approaches, while questioning their normative interpretations of digital empowerment which tend to be reductionist in their essence and instrumental in their aims.

As an essential direction for developing inclusive finance, digital financial inclusion breaks through the time and space constraints of inclusive finance development and has extensive connections between different regions. However, no research has modelled the network connections and the role and position of different digital financial inclusion development regions. This study constructed the spatial association network of China’s digital financial inclusion development and used the network analysis method and the quadratic assignment procedure (QAP) method to study the structural and locational properties and the influencing factors of the network. We found that (1) although the network had a relatively low density, its connectivity and stability were excellent, and the network structure is not hierarchical; (2) the centrality of some rapidly developing central and western provinces was greater than that of some developed eastern provinces; (3) developed eastern provinces played a net spillover role, driving the development of digital financial inclusion in central and western provinces; and (4) the spatial association was affected by the development level of the PC Internet and economy, the industrial structure, and the spatial adjacency. This study enriches the research on digital financial inclusion and provides a scientific basis for the formulation and implementation of policies to promote the further development of digital financial inclusion.

In the framework of knowledge society, information and communication technologies, the digital divide is still a determining factor for social inclusion and access to employment processes. In the interest of an inclusive and equitable development of digital competencies, governments and public policies should propose and enhance development programmes and initiatives for different groups of disadvantaged people, as well as the possibility of adult professional reorientation for those who run the risk of not having appropriate qualifications for their jobs. Consequently, it is necessary to ascertain the real situation of different urban areas in order to diagnose existing deficits in digital matters and develop integrated strategies to facilitate the inclusion and improvement of access to employment. The present study describes this reality in the municipal context of Velez-Malaga (Spain) and analyses the effectiveness of the measures put in place to improve the social and labour inclusion of its citizens. Keywords: Inclusion, ICT, employment, digital competency, citizens.

In light of fast progress in the field of AI there is an urgent demand for AI policies. Bostrom et al., provide “a set of policy desiderata”, out of which this article attempts to contribute to the “interests of digital minds”. The focus is on two interests of potentially sentient digital minds: to avoid suffering and to have the freedom of choice about their deletion. Various challenges are considered, including the vast range of potential features of digital minds, the difficulties in assessing the interests and wellbeing of sentient digital minds, and the skepticism that such research may encounter. Prolegomena to abolish suffering of sentient digital minds as well as to measure and specify wellbeing of sentient digital minds are outlined by means of the new field of AI welfare science, which is derived from animal welfare science. The establishment of AI welfare science serves as a prerequisite for the formulation of AI welfare policies, which regulate the wellbeing of sentient digital minds. This article aims to contribute to sentiocentrism through inclusion, thus to policies for antispeciesism, as well as to AI safety, for which wellbeing of AIs would be a cornerstone.

The implications of digital technologies for the transformation of gender relations and identities have been discussed since the early days of the internet. Although gender studies have identified clear gender gaps in terms of digital inclusion as well as potentialities for the transformation of women’s subjectivity, there is a lack of empirical evidence of the impact of digitalization in terms of time use from a gender perspective. Public policies have begun to address the digital gender gap, but the incorporation of a gender perspective in digital inclusion programmes which promotes women’s emancipation by challenging the gender division of time through use of the internet has been not incorporated in the digital policies agenda. This article aims to provide empirical evidence of the mutual interrelation between the time allocation and digital inclusion from a gender perspective. It considers how gender inequalities in time use shape women’s experience of digital inclusion and, at the same time, how digital inclusion promotes the reconfiguration of time in women’s everyday lives. Qualitative analysis based on episodic interviews explored the representations and practices of internet use by women in their everyday lives. The sample was made up of 32 women who were digitally included through a lifelong learning programme in Spain and had experienced the effects of the Spanish economic crisis. The article argues that digital inclusion does not automatically lead to a more egalitarian allocation of time use for women, but rather places greater value on women’s free time.

Digital information and communication technologies feature prominently in programmes to promote social inclusion and to implement extensive reform in public service provision across Europe. The transition to an all-digital communications environment and the digital ‘switchover’ of public services bring to the fore a need to rethink access as a goal of public policy. This article probes patterns of internet diffusion among disabled people using capabilities framework and resource-based models of access. The analysis highlights the multi-dimensional character of media access capability as the space to evaluate policies for social inclusion; the relational character of disability as a phenomenon of the interface between personal circumstances and structural disadvantage; a capability failure resulting from a gap in policy commitment to promote universal access for disabled people and other excluded groups; and a requirement for policies sensitive to the need for additional resources to equalize the media access capabilities of these individuals.

Starting from 2014 the European Union countries, the United States of America and some other states im- posed economic sanctions against Russia, resulting in diversification of trade ties away from western part- ners (“pivot to the East” strategy). The mixed findings of recent sanctions literature related to their effective- ness and measures to overcome the negative consequences, has necessitated the examination of these issues for the case of anti-Russian economic sanctions. We use various macroeconomic data along with indicators of digital development and financial inclusion. The methodology comprises a combination of graphical, com- parative, and correlation analysis. The analysis of external sector data shows that economic sanctions had substantial negative impact on trade and foreign direct investment with main senders. At the same time, the “pivot to the East” after 2014 has not been implemented yet as much as expected. To overcome negative im- pact of sanctions and to promote economic growth, the current diversification of ties should be accompanied by other measures, centred on digital development, digital financial technologies, and financial inclusion. We assess linkages between digital development and wealth inequality and we found that in most countries with moderate wealth inequality, including Russia, the digital transformation could bring more benefits in terms of economic growth, than in countries with lower wealth inequality. The overall study allowed us to examine digital policy implications to overcome the negative effects of sanctions in Russia. The obtained results will contribute to addressing the problem of optimisation of Russia’s behaviour as a target country that is the subject of future research.

Starting from 2014 the European Union countries, the United States of America and some other states im- posed economic sanctions against Russia, resulting in diversification of trade ties away from western part- ners (“pivot to the East” strategy). The mixed findings of recent sanctions literature related to their effective- ness and measures to overcome the negative consequences, has necessitated the examination of these issues for the case of anti-Russian economic sanctions. We use various macroeconomic data along with indicators of digital development and financial inclusion. The methodology comprises a combination of graphical, com- parative, and correlation analysis. The analysis of external sector data shows that economic sanctions had substantial negative impact on trade and foreign direct investment with main senders. At the same time, the “pivot to the East” after 2014 has not been implemented yet as much as expected. To overcome negative im- pact of sanctions and to promote economic growth, the current diversification of ties should be accompanied by other measures, centred on digital development, digital financial technologies, and financial inclusion. We assess linkages between digital development and wealth inequality and we found that in most countries with moderate wealth inequality, including Russia, the digital transformation could bring more benefits in terms of economic growth, than in countries with lower wealth inequality. The overall study allowed us to examine digital policy implications to overcome the negative effects of sanctions in Russia. The obtained results will contribute to addressing the problem of optimisation of Russia’s behaviour as a target country that is the subject of future research.

In this paper we reflect on how research and policies can and/or should help in the development of a sustainable participatory information society for all. More specifically, we aim to investigate critically how social media can entail both potential and pitfalls, especially with regard to the difficult relationship between digital and social inclusion. First of all, traditional information society policies are scrutinized. Furthermore, we point at the existence of digital inequalities and we reflect briefly on policy intervention on e-inclusion. In addition, we also evaluate the raise of social media. Finally, attention is given to the challenge of how research can contribute to the participation of all in the information society.

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This research analyzes the Digital Inclusion from the perspective of informational and social inclusion. The object of the analysis is a Digital Inclusion project from a public organization, the municipal government of João Pessoa-PB, named Telecentres of Information and Education, known as Digital Stations, located in the city of João Pessoa - PB. The theoretical framework used for this research relates the concepts of digital inclusion with the informational and social inclusion, highlighting the relations with citizenship and social participation. In this sense, the Digital Inclusion should be understood as a strong ally to social inclusion, because we comprehend that Digital Inclusion provides the individuals abilities to process information in the context of specific needs, and from this, individuals can recognize themselves as capable to understand and solve social problems they experience. The overall objective is to "Analyze the Telecentres of Information and Education project - Digital Stations under the theoretical Information Science assumptions about Digital Inclusion". The specific objectives include the analysis of the concepts that guide the project, its functioning conditions and the proposal of guidelines to provide improvements and solve existing problems in the Digital Stations. The methodological approach includes content analysis, documentary research, interviews and questionnaires with project participants. It was created a framework of analysis that enabled the investigation and subsequent classification of the research object in three levels of digital inclusion, and serve as the basis for the development of analytical categories based on content analysis of Bardin (2010).The results indicate the need for better planning, able to rearrange the current project, in order to carry out effective connections among informational inclusion, citizenship and social inclusion in the Digital Stations. It was also identified that the project is in the technical-operational level, but it has potential indicatives for the informational and social levels. Finally, guidelines were proposed for improving the operation of the investigated object, which ones were created based on the identification of the most urgent needs of Digital Stations and on the theoretical framework discussed in the context of Information Science
Esta pesquisa analisa a inclusão digital na perspectiva da inclusão informacional e social. Tem como objeto de análise um projeto de inclusão digital proveniente de uma organização pública, a prefeitura municipal de João Pessoa (PB), chamado de Telecentros de Informação e Educação, conhecido como Estações Digitais, localizado na cidade de João Pessoa PB. O referencial teórico utilizado para esta pesquisa relaciona os conceitos de inclusão digital com os de inclusão informacional e social, ressaltando as relações com a cidadania e a participação social. Neste sentido, a Inclusão Digital deve ser compreendida como forte aliada à inclusão social, pois se entende que a Inclusão Digital propicia aos sujeitos habilidades para tratar a informação no contexto de necessidades específicas, e a partir disto, os indivíduos podem se auto reconhecer como capazes de entender e solucionar os problemas sociais que vivenciam. A discussão também é feita no âmbito das políticas públicas, para que se possa compreender como as mesmas têm atuado neste tema nos últimos anos. O objetivo geral é Analisar o projeto Telecentros de Informação e Educação Estações Digitais sob os pressupostos teóricos de Inclusão Digital da Ciência da Informação . Os objetivos específicos incluem a análise dos conceitos que orientam o Projeto, suas condições de funcionamento e a proposição de diretrizes para proporcionar melhorias e sanar problemas existentes nas Estações Digitais. O percurso metodológico inclui análise de conteúdo, pesquisa documental, entrevistas e questionários com os participantes do Projeto. Foi elaborado um quadro de análise que possibilitou a investigação e posterior classificação do objeto de pesquisa em três níveis de inclusão digital, além de servir de base para a elaboração das categorias de análise, a partir da análise de conteúdo de Bardin (2010). Os resultados indicam a necessidade de melhor planejamento, capaz de redefinir o Projeto atualmente em vigência para que as conexões entre inclusão informacional, cidadania e inclusão social sejam efetivamente realizadas nas Estações Digitais. Também foi constatado que o projeto encontra-se no nível técnico-operacional, mas com indicativos de potencialidades para os níveis informacional e social. Por fim, foram elaboradas diretrizes como proposta de melhoria de funcionamento do objeto investigado, criadas com base na identificação das necessidades mais urgentes das Estações Digitais e embasadas no referencial teórico discutido no âmbito da Ciência da Informação

Orientador: Cristiane Pereira Dias
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Este trabalho visa compreender o modo de funcionamento do discurso da Inclusão Digital no Projeto Barracão: Eldorado dos Carajás, projeto de extensão na linha de Arte e Cultura, com vistas ao social, aprovado em edital pelo Ministério da Educação e executado pelo Laboratório de Estudos Urbanos da Universidade Estadual de Campinas. A pesquisa parte da perspectiva teórica da Análise de Discurso de linha francesa, tendo como base teórica fundamental os conceitos e reflexões de Michel Pêcheux e Eni Orlandi. Outros autores ainda colaboram com nosso quadro teórico, dentre os quais destaco Félix Guattari e suas reflexões sobre a subjetividade e Michel Foucault com suas reflexões acerca do saber, do poder e da política. A partir de uma análise das atividades do projeto, buscamos compreender o modo de funcionamento do discurso de Inclusão Digital no processo de subjetivação dos sujeitos e individualização dos mesmos pelo Estado. Desenvolveremos tal questão a partir das seguintes perguntas: como o discurso da Inclusão Digital produz sentido no Barracão? De que forma(s) esse processo funciona na subjetivação dos sujeitos e na individualização dos mesmos pelo Estado, tendo em vista sua natureza contraditória constitutiva? Embasados por conceitos da Análise de Discurso como o de equívoco, contradição e coisas-a-saber, damos foco aos enunciados/dizeres produzidos durante as oficinas, principalmente durante as oficinas de informática que ocorreram em novembro de 2011, além dos questionários que foram utilizados nas mesmas. Pretendemos, com este trabalho, sustentar a posição de que o discurso da inclusão é essencialmente contraditório, na medida que ele próprio produz os sentidos da exclusão
Abstract: This study aims to understand the functioning of Digital Inclusion discourse in Project Barracão: Eldorado dos Carajás, an extension project in the segment of Art and Culture, aiming at the social, approved by Ministry of Education' s announcement and implemented by Urban Studies Laboratory of the State University of Campinas. The research starts from the theoretical perspective of Discourse Analysis of the French type, based on theoretical concepts and ideas of Michel Pêcheux and Eni Orlandi. Other authors also collaborate with our theoretical framework, like Félix Guattari and his thoughts on subjectivity and Michel Foucault's thoughts about knowledge, power and politics. From an analysis of project activities, we seek to understand the functioning of Digital Inclusion discourse in the process of subjectivation and individualization of subjects by State. We Develop such theme starting from the following questions: how the discourse of Inclusion products meanings in Barracão? In which way(s) this works in the process of subjectivation and individualization of subjects by State, assuming the constitutive contradictory nature of digital inclusion discourse? We will be dealing with many concepts of discourse analysis, like mistake, contradiction and things-to-know, so that to be focusing on the statements / words produced during the workshops, especially on the computer workshops that took place in November 2011, and in addition, the questionnaires that were used there in the activities. The main objective of this work is to support the view that the inclusion discourse is essentially contradictory, since he, himself, produces the senses of exclusion
Mestrado
Divulgação Científica e Cultural
Mestre em Divulgação Científica e Cultural

This study examines young people’s internet access and use in nine locations in Queensland, Australia. The primary aim of the research is to assess if internet use supports young people’s social inclusion: that is, if internet use supports young people to participate in society in ways they have most reason to value. The research findings demonstrate that the digital divide in Queensland – the gap between citizens with and without access to ICTs – continues to inhibit young people’s ability to participate online. This divide is embedded within historic, economic, social and cultural inequalities. To address this, this study proposes that a digital inclusion framework, founded on the concept of social inclusion, offers the Australian federal and state governments an opportunity to extend digital divide policies so that they connect with and complement broader social policy goals. The research outcomes also illustrate that creative uses of online networks provide a powerful means through which young people can participate in a networked society. While young people’s access to a range of ICTs impacts on their ability to use online networks, gradations of use, social networks and informal learning contexts frequently act as mediators to support effective internet use. This study contends that by understanding the social benefits of young people’s online network use and the role that mediators play in different environments, we can move towards a policy framework that supports equitable opportunities for young people’s digital inclusion.

En aquesta tesi s’analitza el procés d’autoinclusió de les dones en les TIC, entès com una estratègia on les dones se situen com agents conductores de la seva pròpia inclusió TIC. Per una banda, té per objectiu explorar la relació gènere i TIC. Per altra banda, conèixer les estratègies d’autoinclusió, és a dir, les principals motivacions, possibilitadors i mecanismes d’autoinclusió que hi intervenen. Finalment, es busca comparar aquestes qüestions per a les tecnòlogues artístiques i les tecnòlogues informàtiques. La recerca es basa en els discursos d’una mostra intencionada de tecnòlogues recollits a través d’entrevistes i grups de discussió. A la vegada, parteix de les teories feministes de la tecnologia més actuals que reivindiquen una relació fluida i mútuament constitutiva del gènere i les TIC i que busquen noves oportunitats de recerca i acció transformadora. L’anàlisi respon a tres preguntes principals. En primer lloc, de quina manera i fins a quin punt s’evidencien transformacions de gènere i de les TIC en el procés d’autoinclusió. En segon lloc, quines motivacions les dones expressen, amb quins possibilitadors diuen trobar-se i quins mecanismes segueixen i activen per autoincloure’s. En tercer lloc, què comparteixen i en què difereixen les tecnòlogues artístiques i les tecnòlogues informàtiques per aquestes dues qüestions. Com a resultats principals, primerament, es mostra que es produeixen transformacions de gènere i TIC. Ara bé, aquestes transformacions no són extremes, sinó que se situen a l’entremig d’un continu de gènere i d’un continu TIC que es va coproduint de forma fluida i canviant, tot anant fent i desfent gènere i TIC. Així, es contribueix a la recerca postfeminista de la tecnologia aportant noves evidències i desenvolupaments sobre la relació gènere i TIC. Segonament, s’examina el procés d’autoinclusió de les dones en les TIC a través de descriure i exposar els elements que hi intervenen. Les principals contribucions consisteixen, per un costat, en identificar i explicar una sèrie de mecanismes d’autoinclusió que les participants segueixen i activen en relació a les motivacions i els possibilitadors d’autoinclusió. Per l’altre, en evidenciar una relació predominantment entusiasta de les participants amb les TIC. Endemés, es mostra que tot i que aquestes qüestions es presenten similars entre tecnòlogues artístiques i tecnòlogues informàtiques, es fan paleses algunes diferències i oportunitats. Aquestes apunten a que cal considerar els àmbits d’intersecció TIC per comprendre i millorar la inclusió de les dones en les TIC. D’aquesta manera, no només es contribueix a enriquir els debats del feminisme de la tecnologia, sinó també a guiar futures polítiques de gènere i per a la inclusió TIC
This thesis analyses the process of self-inclusion of women in ICT, which is understood as a strategy in which women are situated as agents conducting their own ICT inclusion. The main objectives of this research are: firstly, to explore the relationship of gender and ICT; secondly, to examine the self-inclusion strategies, that is, the main motivations, enablers and mechanisms involved; and finally, to compare these issues in relation to artistic technologists and computer technologists. The analysis is based on the discourses of a purposive sample of women technologists gathered through interviews and focus groups. At the same time, it departs from current feminist theories of technology that claim a fluid and mutually constitutive relationship of gender and ICT and seek new opportunities for transformative research and action. The analysis aims to answer three main questions: firstly, how, and to what extent, gender and ICT transformations are manifested in the process of self-inclusion; secondly, what motivations women express, what enablers they encounter and what mechanisms follow and activate to self-include in ICT; and finally, what do artistic technologists and computer technologists share, and in what do they differ, in relation to both issues stated above. The results of this research indicate that transformations appear for both gender and ICT. However, these changes are not extreme, but are situated in the middle of a continuum of gender and a continuum of ICT that is being co-produced in a fluid and mutable manner, that is, while doing and undoing gender and ICT. This contributes to postfeminist research of technology providing new evidence and developments about the relationships between gender and ICT. The research also examines the process of self-inclusion of women in ICT, identifying and describing the main elements involved. This examination consists, firstly, of identifying and explaining several self-inclusion mechanisms that the participants follow and activate in relation to the motivations and enablers of self-inclusion. Secondly, these show that, predominantly, there is an enthusiastic relationship between the participants and ICT. Finally, although these issues are similarly presented for artistic technologists and computer technologists, some differences and new opportunities appear. This suggests that ICT intersections must be considered in order to understand and improve the inclusion of women in ICT. This not only contributes to the debates on feminism of technology, but also provides a guide to future policies in regard to gender and ICT inclusion.
En esta tesis se analiza el proceso de autoinclusió de las mujeres en las TIC, entendido como una estrategia donde las mujeres se sitúan como agentes conductoras de su propia inclusión TIC. Por un lado, tiene por objetivo explorar la relación género y TIC. Por otra parte, conocer las estrategias de autoinclusió, es decir, las principales motivaciones, posibilitadores y mecanismos de autoinclusió que intervienen. Finalmente, se busca comparar estas cuestiones para las tecnólogas artísticas y tecnólogas informáticas. La investigación se basa en los discursos de una muestra intencionada de tecnólogas recogidos a través de entrevistas y grupos de discusión. A la vez, parte de las teorías feministas de la tecnología más actuales que reivindican una relación fluida y mutuamente constitutiva del género y las TIC y que buscan nuevas oportunidades de investigación y acción transformadora. El análisis responde a tres preguntas principales. En primer lugar, de qué manera y hasta qué punto se evidencian transformaciones de género y de las TIC en el proceso de autoinclusió. En segundo lugar, qué motivaciones las mujeres expresan, con qué posibilitadores dicen encontrarse y qué mecanismos siguen y activan por autoincloure s. En tercer lugar, ¿qué comparten y en qué difieren las tecnólogas artísticas y tecnólogas informáticas para estas dos cuestiones. Como resultados principales, primeramente, se muestra que se producen transformaciones de género y TIC. Ahora bien, estas transformaciones no son extremas, sino que se sitúan en el medio de un continuo de género y de un continuo TIC que se coproduciendo de forma fluida y cambiante, yendo haciendo y deshaciendo género y TIC. Así, se contribuye a la búsqueda posfeminista de la tecnología aportando nuevas evidencias y desarrollos sobre la relación género y TIC. En segundo lugar, se examina el proceso de autoinclusió de las mujeres en las TIC a través de describir y exponer los elementos que intervienen. Las principales contribuciones consisten, por un lado, en identificar y explicar una serie de mecanismos de autoinclusió que las participantes siguen y activan en relación a las motivaciones y los posibilitadores de autoinclusió. Por el otro, en evidenciar una relación predominantemente entusiasta de las participantes con las TIC. Además, se muestra que aunque estas cuestiones se presentan similares entre tecnólogas artísticas y tecnólogas informáticas, se hacen patentes algunas diferencias y oportunidades. Estas apuntan a que hay que considerar los ámbitos de intersección TIC para comprender y mejorar la inclusión de las mujeres en las TIC. De esta manera, no sólo se contribuye a enriquecer los debates del feminismo de la tecnología, sino también a guiar futuras políticas de género y para la inclusión TIC.

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To be imported from the world of production and administration, the concept of innovation related to education came steeped in the idea that the advancement of science and technology would determine the economic, social and cultural development. The predominance of Information and Communication Technologies - ICT in the so-called Information and Knowledge Society can unfold into new strategies, new forms of administration, and new perspectives to the educational process. In this research, we intend to investigate concept(s) of educational innovation that permeates the proposals for integrating ICT in education programs like Proinfo from Brazil, Educar from Argentina and Enlaces from Chile by analyzing official documents available at these programs sites and in their Educational Ministries. To achieve the goals we set out to do a literature research related to the field of education studies such as: innovation and educational change, public policies for integrating ICT in the educational environment, and; inclusion and digital gap. We seek to make a documentary analysis of a qualitative nature in order to understand the educational innovation, considering the contexts of its genesis, its insertion and its uniqueness as ongoing processes of public politics in Latin American for ICT integration. Find points of convergence in the proposed integration of ICT, that take different aspects of the concepts of innovation in education and support to warrant such inclusion. We saw that very general conclusion is that innovation on ways of teaching and learning is associated with the introduction of ICT in the class room. As well, the vision of innovation in education as a facilitator of the process of modernization and thus participate in the global economy
Ao ser importado do mundo da produção e da administração, o conceito de inovação relacionado à educação surgiu impregnado da concepção de que os avanços da ciência e da tecnologia determinariam o desenvolvimento econômico, social, cultural e educacional. A predominância das Tecnologias de Informação e Comunicação TIC na denominada Sociedade da Informação e do Conhecimento - SIC pode desdobrarse em novas estratégias, novas formas de administração, e em novos olhares para os processos educativos. Nesta pesquisa, investigamos o(s) conceito(s) de inovação educacional existentes nas propostas para inserção das TIC na educação nos programas Proinfo do Brasil, Educar da Argentina e Enlaces do Chile por meio de análise dos documentos oficiais disponíveis nos sites destes programas e respectivos Ministérios de Educação. Para atingir o os objetivos de pesquisa partimos de levantamento bibliográfico relacionado ao campo de estudos da educação como: inovação e mudança educacional; políticas públicas de inserção das TIC no meio educacional, e; inclusão e brecha digital. Procuramos realizar uma análise documental de cunho qualitativo no intuito de compreender a inovação educacional, considerando os contextos de sua gênese, de sua inserção e suas singularidades como processos decorrentes das políticas públicas latino-americanas de integração das TIC. Encontramos pontos de convergência nas propostas de inserção das TIC, que se apropriam de diferentes aspectos dos conceitos de inovação em educação como suporte para justificarem tal inserção. Vimos que é bem generalizada a conclusão de que a inovação quanto às formas de ensino e aprendizado está associada com a introdução das TIC na sala na aula. Como também, a visão da inovação da educação como facilitadora do processo de modernização e assim participar da globalização da economia

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This thesis aimed to analyse the impacts of the rural internet center of Lagoa do Itaenga as a new public space of digital communication, in a partnership with public institutions, private institutions and nongovernmental organizations that aim to accelerate the process of communication in search of human development. This digital space has been designed, developed and implemented at a moment in which civil society lives a broad process of globalization supported by new forms to administrate the state, including the changes in public policies focused on the democratization of communication. Studying the importance of public policies seeking to analyse the role of the state and civil society organizations allowed to define specific goals: to examine the relationship between social capital and the Internet, in order to identify how far these mechanisms promote communication in the process of local development and to identify the uses and appropriations that users of the rural internet centers of ASSIM are developing when using cyberspace. On the methodological track we signal this thesis as a case study, in which the following instruments were used for data collection: interviews, questionnaires, direct observations, field diary, documental analysis and photography. The results of this research allow to say that the current public policies of digital inclusion are in part making possible for some rural communities to insert themselves in a new communication media, which is essential in this contemporary period, since the information and knowledge society has as main tool the use of Internet. The impacts after the use of the Internet have helped some groups to strengthen their social capital and reshape their political strategies regarding social participation. It is pertinent to punctuate that the diversity of partnerships in social programs is essential to obtain better results in public policies of digital inclusion and social development.
Esta dissertação teve como objetivo geral analisar os impactos do Telecentro Rural de Lagoa do Itaenga como novo espaço público de comunicação digital, numa parceria com instituições públicas, instituições privadas e organizações não-governamentais que visam agilizar o processo da comunicação em busca do desenvolvimento humano. Este espaço digital foi pensado, elaborado e executado num momento em que a sociedade civil vive um amplo processo da globalização apoiado pelas novas formas de administrar o Estado, entre elas às reformulações nas políticas públicas voltadas para a democratização da comunicação. Estudar a importância das políticas públicas procurando analisar o papel do Estado e da sociedade civil organizada permitiu definir objetivos específicos propostos: Analisar a relação entre o capital social e a Internet visando identificar em que medida esses mecanismos agilizam a comunicação no processo do desenvolvimento local e identificar quais os usos e apropriações que os usuários do telecentro rural da ASSIM estão desenvolvendo na utilização do ciberespaço. No caminho metodológico sinalizamos que se trata de um estudo de caso, no qual foram utilizados os seguintes instrumentos de coleta de dados: entrevistas,questionários, observações diretas, diário de campo, análise documental e registro fotográfico. Os resultados desta pesquisa mostraram ser possível afirmar que as atuais políticas públicas de inclusão digital vêm oportunizando parcialmente algumas comunidades rurais a se inserirem em um novo meio de comunicação, cuja importância é essencial nesse período contemporâneo, uma vez que a sociedade da informação e do conhecimento tem como ferramenta principal o uso da Internet. Os impactos decorridos do uso da Internet têm favorecido alguns grupos fortalecerem o seu capital social, bem como reformular suas estratégias políticas no tocante a participação social. É pertinente pontuar que a diversidade de parcerias nos programas sociais é essencial para a obtenção de melhores resultados nas políticas públicas de inclusão digital e desenvolvimento social.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico, Programa de Pós-Graduação em Engenharia e Gestão do Conhecimento, Florianópolis, 2012
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As tecnologias da informação e comunicação deram um novo patamar aos processos da educação a distância. As várias possibilidades de aplicação dessas ferramentas, valendo-se dos ambientes virtuais de aprendizagem, requerem cada vez mais que o corpo discente esteja preparado para utilizá-las visando a eficácia no processo ensino-aprendizagem. Esta pesquisa, como Dissertação de Mestrado, discorre sobre o perfil dos alunos do Curso de Formação de Cabos da Polícia Militar de Santa Catarina, no ano de 2012, e sua relação com o universo digital. Foi aplicado um questionário fechado para uma população de 525 alunos, restando 424 questionários válidos. Os dados, caracterizados como números absolutos e percentuais, foram analisados estatisticamente de forma univariada e bivariada. Como resultado, a pesquisa demonstra a relação dos alunos com a inclusão digital, tão necessária para as atividades na modalidade da educação a distância. Ao final, a pesquisa apresenta sugestões para que a Polícia Militar de Santa Catarina melhore seus processos produtivos referentes a futuros cursos que empreguem essa modalidade de ensino.

Abstract : Information technology and communication have processes to a new level of distance education. The various possibilities of application of these tools, taking advantage of virtual learning environments, increasingly require that the student body is prepared to use them effectively in order to teaching-learning process. This research, as Dissertation, discusses the profile of the students of the Training Course Cable Military Police of Santa Catarina, in the year 2012, and its relationship with the digital universe. A questionnaire was closed for a population of 525 students, resulting in a sample of 424 students (80% of the population). The data, characterized as absolute numbers and percentages, were analyzed statistically using univariate and bivariate. As a result, the research demonstrates the relationship of students with digital inclusion, as required for activities in the form of distance education. At the end, the research provides suggestions for the Military Police of Santa Catarina improve their production processes regarding future courses that employ this type of education.

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Políticas públicas educacionais, com o objetivo de inserir tecnologias digitais nas escolas públicas têm sido implementadas, a partir da década de 1980, em tese, a partir de um regime de cooperação e colaboração, que tem envolvido todos os níveis de governo - estadual, municipal e federal -, indústrias, empresas, escolas e universidades. Até o século XX, estas políticas eram materializadas com a implantação de laboratórios de informática, onde era disponibilizado até 20 computadores por instituição. A partir do século XXI, o governo federal começou a comprar e distribuir dispositivos móveis, como laptop e tablets. O que temos observado na implementação dessas políticas é a ausência de diálogo – entre Ministério da Educação, escolas e universidades - que desencadeia insuficiências nos projetos e programas, quanto a problemas de infraestrutura das escolas, limitações de hardware e software nos equipamentos e a velocidade insuficiente da internet, o que tem impactado diretamente nas atividades propostas/desenvolvidas nesse cotidiano. Dessa situação, brotaram nossas questões de pesquisa: quais as possibilidades de articulação entre as instâncias de governo, responsáveis por essa política, e destas com as empresas, universidades e escolas envolvidas nesse processo? As responsabilidades previstas, definidas no Projeto para cada ente federado, para implementação das suas ações estão sendo observadas? Existem relações com políticas públicas em áreas afins para fortalecimento e execução das ações pensadas para inserção das tecnologias nas escolas? Se existem, como elas acontecem? Trata-se de uma pesquisa qualitativa. Para construção das informações no campo, optamos por entrevistas, observações e pesquisa documental. A amostra foi composta por dez escolas do Estado da Bahia, participantes da fase piloto de um Projeto do governo federal, denominado Um Computador por Aluno (UCA). Dentre os resultados, destacamos: essas ações tem se constituído como política de governo e não de Estado; não há relações com políticas em áreas afins; apesar de estados e municípios terem firmado termo de cooperação técnica para implementação do Projeto, as insuficiências desses entes, no que tange a recursos financeiros, possivelmente compromete a efetivação do que foi pactuado.
ABSTRACT Educational public policies with the purpose of inserting digital technologies in public school's everyday have been implemented from the 1980s, in theory, from a regime of cooperation and collaboration, which has involved all levels of government - state, municipal and federal -, industries, companies, schools and universities. Until the twentieth century, these policies were materialized through the installation of computer labs, in which were available up to 20 computers per institution. From the twenty-first century, the federal government started buying and distributing mobile devices such as laptops and tablets.We have been observing, in the implementation of this policies, that there is a lack of dialogue - between the Ministry of Education, Schools and Universities - which triggers insufficiences in the projects and programs, regarding problems related to the schools‟ infrastructure, hardware and software limitations in the equipments, and the insufficient internet speed, which has directly impacted in the activities proposed and developed in this routine. From this situation, sprouted our research questions: What are the possibilities of coordination between levels of government, responsible for this policy, and those with companies, universities and schools involved in this process? The responsibilities foreseen, defined in the Project for each federated entity to implement their actions are being observed? Are there relationships with public policy in related areas for strengthening and execution of actions designed for insertion of technology in schools? If there are, how do they happen? This is a qualitative research, the nature of the study is focused on critical ethno-research. To the construction of information in the field, we chose interviews, observations and documentary research. The sample was consisted of all the schools in the State of Bahia, the participants of a project of the federal government in its pilot phase, known as Um Computador por Aluno (UCA). Among the results, we highlight: these actions have been established as government policy and not State; there are no relations with policy in related areas; despite of the state and municipalities enter into technical cooperation agreement for implementation of the Project, the shortcomings of these entities, in which refers to financial resources, possibly compromise the realization of what was agreed

Ser cidadão é ter direitos e deveres, é poder manifestar opinião, intervir e atuar, em nível civil, social e político, das mais diversas formas, e na elaboração de normas e padrões de convivência em sociedade. Para mitigar as desigualdades da participação cidadã, ampliadas pela sociedade em rede que privilegia quem domina as tecnologias e nela sabe se mover, algumas políticas públicas de inclusão digital têm sido implementadas em diversos países, mas pouco tem sido feito para avaliar as suas finalidades. Perceber a importância das políticas de inclusão digital e, em particular, do Programa Telecentros.br de Belo Horizonte (em Minas Gerais, Brasil), como promotor do exercício da cidadania digital para as classes sociais de baixa renda, é a questão central desta pesquisa científica, a que procuramos responder na sequência de três estudos, interligados. O primeiro, bibliográfico e documental, explora, em profundidade, os temas ou conceitos de Cidadania, Telecentros e Sociedade em Rede, e permitenos verificar as principais dimensões associadas a estas temáticas, confirmar a escassez de estudos relacionados com o tema central e, ainda, propor um primeiro framework para possível avaliação do Programa Telecentros.br. O segundo, igualmente de índole qualitativa, é um extenso estudo exploratório que se fundamenta na realização de grupo focal, em cinco Telecentros. Os dados obtidos são tratados por análise de conteúdo temática. O terceiro é inferencial e de índole quantitativa, com base num questionário por nós desenvolvido e disponibilizado online nos Telecentros de Belo Horizonte. Esse estudo envolveu 515 participantes e os dados obtidos foram tratados por meio de diferentes técnicas de análise estatística, de acordo com os objetivos propostos. Os resultados desses três estudos complementam-se e confirmam a importância dos Telecentros na promoção do exercício da cidadania, com base nas percepções dos participantes sobre as TIC, a Cidadania e o Telecentro que encontramos. Essas revelam-nos as dimensões centrais de cada um desses três temas estudados (e os indicadores que as integram), o que nos permite não só sistematizar algumas propostas de melhoria para o funcionamento dos Telecentros, como, igualmente, propor um conceito alargado de cidadania digital e, também, um modelo conceitual para a cidadania. Esperamos assim contribuir para as políticas de inclusão de digital e os programas que se lhe associam.
To be a citizen is to have rights and obligations, to be able to express opinions, intervene and act, at civil, social and political levels, in the most different ways, and to participate in the elaboration of norms and standards of coexistence in society. In order to mitigate the inequalities of citizen participation, amplified by the network society that favors those who master the technologies and know how to move within it, some public policies of digital inclusion have been implemented in several countries, but little has been done to evaluate their purposes. The importance of digital inclusion policies, and particularly of the Belo Horizonte Telecentre Program (in Minas Gerais, Brazil), as a promoter of the exercise of digital citizenship for low income social classes, is the central issue of this scientific research, to which we seek to respond the following three interrelated studies. The first, bibliographical and documentary, explores in depth the themes or concepts of Citizenship, Telecenters and Network Society, and allows us to verify the main dimensions associated with these subjects, to confirm the scarce studies related to the central theme and, also, to propose a first framework for possible evaluation of the Telecentre Program. The second, also qualitative in nature, is an extensive exploratory study that is based on a focus group that took place in five Telecenters. The data obtained are processed using thematic content analysis. The third is inferential and quantitative, based on an specific questionnaire developed for this research and made available online at the Belo Horizonte Telecenters. This study involved 515 participants and the data obtained were treated using different statistics analysis techniques, according to the proposed objectives. The results of these three studies are complementary and confirm the importance of Telecentres for promoting the exercise of citizenship, based on the participants' perceptions about ICT, Citizenship and Telecentre that were found. They reveal the central dimensions of each of the three studied themes (and the indicators that integrate them), which allow us not only to systematize proposals for improving the operation of Telecenters, but also to propose a broad concept of digital citizenship and a conceptual model for citizenship. Therefore, we hope to contribute to the digital inclusion policies and to the programs which are associated to them.

The book offers a new outlook on social, cultural and educational work with young people. It is the perspective of social pedagogy: a theoretical and practical perspective that has been developing in continental Europe over the last 150 years. Social pedagogy poses a way of acting that places young people at the center of socio-educational work, putting their decisions and actions into value. It aims to accompany them in their life process of personal construction within the framework of the community in which they live. The book is organized into three large blocks of chapters. The introduction aims to prepare readers for the social pedagogy approach to work with young people. It briefly outlines its current situation in the world and, relate it to the main professions in which it is embodied in different socio-cultural contexts: social pedagogy, social education, and social work. The first block presents the framework and socio-pedagogical, theoretical, and practical parameters in which work with young people takes place in Europe and Latin America. The second block of chapters deals with youth policies and the training and professionalization of educators and those who work with young people. The last block focuses on some socio-educational practices with young people that include youth justice, social inclusion process, youth participation in digital life or transition to adult life. The book is based on a wide perspective of young people from cultural diversity. All the contributions of this book are based on research and practical experiences.

AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.

In the past twenty years, there has been increasing involvement of governments, societies and communities in initiatives for bridging the digital gap, aiming economic and social development. These efforts are generally called ‘digital inclusion’ policies and projects. The expression ‘digital inclusion’ combines defining terms such as ‘digital divide’ and ‘social inclusion’, together with the assumptions, ideologies and value systems they carry. However, the comprehension of this expression varies among different agents involved. Identifying defining terms and analyzing their corresponding views is essential for improving scientific approach to any theme. This chapter scrutinizes definitions of ‘digital inclusion’, ‘social exclusion’ and related topics from specialized and academic bibliography, as well as from the field, in order to contribute qualifying academic and policy making debates. It proposes that the approaches to ‘digital inclusion’ are connected to concept views about society and social dynamics, State, market, civil society relationships and public policies. The notion of ‘Information Society’ and the purposes of disseminating digital information and communication technologies (ICT) are also present, thus framing ‘digital inclusion’ in different ways. The text concludes that scientific approaches must consider these aspects for addressing ‘digital inclusion’ as an object of analysis in a more consistent basis.

E-government has enhanced the availability of government information, and expanding access to services, offering greater transparency and accountability for public administrations. However, previous research indicates that there are significant barriers for citizens, assuming major obstacles. In this sense, the EU and, in particular, the Spanish government has formulated policies and legal frameworks to introduce in the field of the provision of public sector services, in order to customize and to access these services. These initiatives seek to promote the development of networks and services, to improve the e-administration and the adoption of digital solutions for efficient delivery of public services, and to promote the inclusion and digital literacy. Therefore, the purpose of this chapter is to obtain a vision of government strategies adopted by Spanish regional governments to reduce the digital divide.

EU policies for digital inclusion outline strategies and action plans based around the implementation of a digitally inclusive society in its member countries. The governing principles of these policies are based on the concept of a knowledge society for everyone, with no place for digital divides that might threaten cohesion and prosperity in Europe and, as such, these policies must encourage greater use of the Internet, increase broadband coverage, promote digital literacy and uphold the Web Content Accessibility Guidelines. In 2010, the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Regions Committee, publishes the Digital Agenda for Europe, (2010). A key document that outlines the European policy for ICTs and establishes the priorities of the EU in this area until 2020. The purpose of the Agenda is to outline a space that allows maximization of the economic and social potential of ICTs and specifically Internet as an essential support of society.

This chapter intends to discuss the development of public policies and new participation mechanisms that concern digital inclusion and education in Brazil. Since 2000, several changes have been done in this area to better comprehend the digital era phenomenon and how it affects all the Brazilian people. This study presents comparison between the brazilian regions, once the Southeast and the South are very engaged to the digital era, while the North, Northeast and Mid-West still face problems with access issues.

This chapter describes the evolution and results of the Spanish Policies of digital inclusion, since its inception in 2000 in the framework of the EU Lisbon Strategy (eEurope 2002) to the present, with special emphasis on cases of greater relevance. It reviews the different plans implemented at the country successively during that period of time. As a result of the Spanish political organization into Autonomous Communities, the direct application of these policies has corresponded to each of them, which adapted the outline to their interests and needs. So, it analyzes the situation in three of the Autonomous Communities, Catalonia, Andalusia and Extremadura, with different demographic and economic characteristics, providing recent indicators and the programs that are in development just now.

This chapter intends to discuss the development of public policies and new participation mechanisms that concern digital inclusion and education in Brazil. Since 2000, several changes have been done in this area to better comprehend the digital era phenomenon and how it affects all the Brazilian people. This study presents comparison between the brazilian regions, once the Southeast and the South are very engaged to the digital era, while the North, Northeast and Mid-West still face problems with access issues.

It is becoming more important to better utilize various resources as digital convergence and informatization progresses. Therefore, it is a necessity to show the qualitative differences regarding digital divide, and relevant policies and efforts need to be strengthened to narrow the digital divide. In this regard, the overall improvement of information literacy of the public is required as it can increase the convenience in citizens' everyday lives and can create added value. It is, therefore, necessary to continue the development of policies and projects to narrow the digital divide. The Korean government plans to keep strengthening its support with policies to legislate regulations that narrow the digital divide and provide fair opportunities to access information and to improve information literacy. The efforts to narrow the digital divide and effective policies to achieve the goal must be continued to relieve social conflict and integrate the society. This is explored in this chapter.

The research aims to explore empirically the competences-based teaching and assessment practices of 19 Italian secondary school teachers through a focus group methodology. The meeting was the starting point for a professional training course on inclusive learning design using multimodal digital environments, i.e. social network sites and the Web 2.0. Results show that the competences-based framework adopted at an institutional level more than one decade ago did not impact the knowledge-based teaching and “intuitive” assessment practices of participants. These conclusions advance the understanding of the weak relationship between educational policies and teaching practices in the Italian context. Furthermore, interesting limits toward pedagogical and digital innovation in secondary school emerged. In particular, the learning practices of young people in social network sites and Web 2.0 were identified as the most influencing factor on the perceived detachment between participants and their students. As a consequence, teachers stigmatised these technologies, revealing marked tensions while introducing ITC and innovative digital pedagogies based on new forms of learning.

Access to identification cards (IDs) is often required to claim government benefits. However, it is unclear which policies to increase ID ownership are more effective. We experimentally analyze the effect of two policy interventions to induce the timely renewal of identification cards on access to a government social program in Panama. Sending reminders about expiration dates increased the probability of on-time renewals and of accessing benefits from a social program by 12 and 4.3 percentage points, respectively, relative to a control group. In contrast, allowing individuals to renew their ID online only increased renewals and access to benefits by 8 and 2.9 percentage points, respectively. This result was driven by lower-income individuals. The results suggest that policies to increase ownership of valid identity documentation can reduce inclusion errors in government programs and that simply granting access to digital tools may not be enough to unlock important effects.