A formação de educadores sociais como estratégia para a promoção da inclusão social por meio da inclusão digital

Abstract

The developed research was carried out in the context of the research line: Pedagogical Practices and Formation of the Educator of the Post-Graduation Program in Education of Universidade do Vale do Rio dos Sinos - UNISINOS which is linked to the Research Group in Digital Education − GP e-du UNISINOS/CNPq. It aims to understand, from the analysis of data of the Digital Station Program of Banco do Brasil Foundation, regarding the formation of the educators who work for such program, whether the formation given enables an understanding capable of making the mediation a strategy of social inclusion by means of digital inclusion. With this aim, the research discusses the concepts: Social Educator, Inclusion - digital and social, Exclusion - digital and social, formation of the Social Educator, mediation, among others. The analysis of these concepts, as well as the systematization of some of them in the perspective of the research was possible by means of the dialog with theoreticians such as: SANTOS (2005), LÉVY (2005), SILVEIRA (2001, 2004), CASTEL (2004), SAWAIA (2004), LOPES (2006), MARTINS (1997), CASTELLS (2005), SCHWARTZ (2000), BONILLA (2004), FREIRE, (2000, 2003, 2005, 2006), BECKER (2005), PORCHER (2003), TEDESCO (2004), FERNANDES (2004), MARTINEZ (2004), RIOS (2002), LEIVAS (2001) and STRECK (2003, 2007). The research has an exploratory nature and involves the qualitative analysis of the data by means of a case study. Documental analysis has been used of the documents of formation of social educators of the Digital Station Program and semi-structured interviews with different subjects: Brazilian and Portuguese experts who work in the area of education and digital technologies, educators of the Digital Station Program of the Giga Community unit (unit of analysis of this research) and students of such unit. It can be highlighted as expressive results: the conclusion that the concept digital inclusion goes beyond the simple access to Emerging Digital Technologies (EDTs), however, this concept needs a better appropriation and theoretical reflection; the comprehension that the concept "Social Educator" shall be understood as a Progressist Educator (FREIRE, 2000) and that in this context the formation of this educator shall not happen in a "speed up" way without due care and theoretical profound study ruled by critical analysis of cultural, political and social reality of the subjects involved. Besides the clarity regarding the importance of mediation be done according to the characteristics of the Progressist Educator, as to propitiate an understanding of the mediation while strategy of social inclusion by means of digital inclusion.