PUBLIC POLICIES FOR INCLUSION OF DIGITAL TECHNOLOGIES IN EDUCATION: CONTEMPORARY CHALLENGES

Abstract

Digital evolution is present in people's daily lives, as most activities are mediated by digital devices, connected online and in networks. Therefore, it is crucial that people have access to digital technologies and know how to use them as a means of acquiring new knowledge.
Thus, digital technologies have played an important role in the economy, culture and society, not only at a local level, but worldwide. To achieve this, it is necessary for different social classes to have access to digital networks and cyberspace, not only using technological means, but also adding development and information for themselves and society.
As a result of the pandemic scenario caused by Covid-19, the role of digital technologies has been modified and intensified, as the world has faced several health, economic and social challenges. And it was no different in the area of ​​Education; in fact, during the pandemic, the use of digital technology became essential for the continuation of teaching. This book aims to present important content to you, the reader, the Information Society and Digital Technologies in Education, from a perspective of the scenario of public education policies, reflecting on digital inclusion and exclusion. Thus, to meet this objective, the work is divided into five chapters. The first chapter discusses the Information Society, based on specialized literature, highlighting some authors who address the topic. In the second chapter, “Information and Communication Technologies (ICTs)”, we highlight the concept and relationship of ICTs with society, in view of their increased use in everyday life. Furthermore, this chapter presents some definitions of the internet, networks and cyberspace. The third chapter focuses on highlighting digital technologies in the area of ​​Education, presenting their importance for individuals and society. In the fourth chapter, we discuss the definitions and overview of digital inclusion and exclusion. In the fifth chapter, entitled “Public policies for digital inclusion in Brazil”, we present the concepts of public policies and discuss the theoretical bases of policies aimed at Education. Finally, we present some digital inclusion policies in Brazil, covering the period from 1997 to 2020, and then we compare the listed policies with the concepts of digital inclusion, presented in the fourth chapter. The last chapter presents the final considerations on the text.

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