Inclusão digital no 3º ano do ensino fundamental I, na escola Márcia do Socorro Lima de França, no Municipio de Oiapoque-AP

Abstract

The present work presents the research developed at the municipal school Profª Márcia do Socorro Lima de França, in the municipality of Oiapoque, state of Amapá, which aimed to analyze the difficulties encountered in the digital inclusion of students of the 3rd year of elementary school regarding the access and use of computers in networks as technological teaching tools. The study discusses information and communication technologies in the teaching process, digital inclusion and emphasizes digital inclusion in times of the covid-19 pandemic, as well as teacher training and its role in the face of educational technologies, which mediated by the computer and internet use help the teaching-learning process of students in this teaching modality. The methodology chosen has a qualitative and descriptive approach, relying on field data collection and bibliographic sources. The bibliographic research was based on studies by Moran (2015), Alves (2003), Cruz (2004) among others, who address in their research themes the use of information and communication technologies as teaching tools. The field research took place at the Marcia do Socorro Lima school in France with the application of an open-ended questionnaire to four teachers from the regular 3rd year classroom and a teacher from the computer lab.Through this research, it was possible to perceive that the digital inclusion of students from the 3rd of elementary school is of great importance for the development of the student, as it brings pedagogical possibilities, which stimulate the teaching-learning process in this teaching modality, however, it was concluded that the The difficulty in the digital inclusion of these students is directly linked to the barriers and limitations of the lack of preparation of teachers in the handling of information and communication technologies.