A inclusão digital de alunos da educação de jovens e adultos intervenção pedagógica em uma escola na cidade de Coari-AM

Abstract

This study discusses digital inclusion in the Youth and Adult Education (EJA) modality, emphasizing how this subject is becoming increasingly important in the educational field. The lack of access and familiarity with digital technologies is a significant challenge for EJA students, as many of them already face gaps in their literacy and knowledge of Digital Information and Communication Technologies (DIT). The absence of technological resources in EJA classrooms is a concern, as the use of educational technologies can be an effective strategy to promote digital inclusion and improve teaching in various subjects. Therefore, the objective of the research is to investigate how digital inclusion can help students in their daily and school tasks. To achieve this, it is necessary to identify students' needs and challenges in relation to the use of digital technologies, create practical workshops to train them and evaluate how the introduction of technology affects the teaching-learning process. In this context, the methodology adopted has a qualitative bias, which uses the action research technique to promote the use of digital technologies among EJA students. The results revealed a positive perception on the part of students about the potential of technology to improve their daily and school activities. Despite the challenges, these tools were recognized as important allies to improve learning. Having an understanding related to the physical and digital components of computers, digital security practices and the use of technological devices. The research highlights the fundamental importance of digital education for students in the learning process, by recognizing achievements and challenges, it is hoped that this study will inspire future actions, encouraging digital inclusion as a fundamental tool for EJA students, allowing them to social inclusion in a society immersed in new technologies.