Resumo

LUBIANA, Alessandro. Technology mediated education in a difficult access community in the Amazon. J. Pol. Educ-s [online]. 2022, vol.16, e87366.  Epub 30-Maio-2023. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v16i0.87366.

Technology-Mediated High School (EMMT) is a policy implemented in 2016 in the state of Rondônia. In this model, students go to a school, anywhere in the state, where they receive live classes, via satellite, taught by a teacher who is in a studio, and receive support from a face-to-face teacher. After the conclusion of the first EMMT classes, it was necessary to investigate the contributions of this policy to the egresses of the course from a riverside community of difficult access located in the Amazon, in order to examine the possibilities of choices provoked by Technology-Mediated Education from the perspectives the High School egresses. The research approach is qualitative, based on interviews with semi-structured questionnaires, which were analyzed under the light of Bardin (2011) discourse analysis and Morin (1999) complexity theory. Eight high school egresses participated in the study, in the district of Calama, which is 200 kilometers from the seats of the municipality of Porto Velho, RO, which is only accessible by boat. The research results show that this public policy, in places of difficult access, through Information and Communication Technologies (ICTs) in Education, has provided teaching opportunities to remote communities and contributes to the existence of appropriations that allow, according to Kleine (2013) and Sen (2000) perspective, choices to the egresses from High School programs that favor their development.

Palavras-chave : Education; Egresses; High School; Technological Mediation; TICs.

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