Public policies for digital inclusion:

One Computer per Student project in Ceará

Authors

  • Fabiana Cristiane de Medeiros Mestra em Planejamento e Políticas Públicas - UECE
  • Antonio Germano Magalhães Júnior Pós-doutorado em Educação UFRN, Doutor em Educação pela Universidade Federal do Ceará – UFC e Professor do Programa de Pós-Graduação em Educação (PPGE) da UECE https://orcid.org/0000-0002-0988-4207

DOI:

https://doi.org/10.32335/2238-0426.2018.8.21.1125

Keywords:

Digital information and communication technologies, Digital inclusion, Public policy, One Computer per Student project

Abstract

This article describes the deployment of the Brazilian One Computer per Student (UCA) project as a public policy, based on Mark Warschauer’s digital inclusion model. Governments have deployed public policies to insert digital information and communication technologies (DICTs) into pedagogical practice, promoting digital and social inclusion. In Brazil, the government deployed the UCA in an attempt to improve basic education, provide digital inclusion for students and their families, and increase the technology production chain. Through qualitative, descriptive, and documentary research, this study applies Mark Warschauer’s digital inclusion model and identifies the physical, human, digital, and social resources of the UCA in Ceará.

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Published

2018-08-06

How to Cite

Medeiros, F. C. de, & Magalhães Júnior, A. G. (2018). Public policies for digital inclusion:: One Computer per Student project in Ceará. Conhecer: Debate Entre O Público E O Privado, 8(21), 151–169. https://doi.org/10.32335/2238-0426.2018.8.21.1125

Issue

Vol. 8 No. 21 (2018)

Section

Artigos

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