Abstract

ROSA, Stela; CERNY, Roseli Zen  and  ESPINDOLA, Marina Bazzo de. Digital inclusion for women in situation of social vulnerability: the teachers’ perceptions. Rev. Diálogo Educ. [online]. 2018, vol.18, n.58, pp.798-817.  Epub Feb 06, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.058.ds10.

This article intends to discuss digital inclusion through educative processes for women in situation of social vulnerability. To do so, this study analyses teachers’ perceptions about the relationship between these women and digital culture in the context of the Mulheres Mil Program. The results show teachers do not identify any relationship between those women and digital information and communication technologies, understanding digital inclusion for them only as the knowledge required to operate those technologies. We argue that even though they are beginners on the use of computer and internet, they are surrounded by and familiar with other technologies such as mobile phones. Those technologies are the main instrument of communication between them, the public policies’ agents and their work management, to control and regulate their lives. Being part of a digital culture, women in situation of social vulnerability need to develop a critical view about DICT, understand the current culture aiming to participate not only as users or unaware consumers.

Keywords : Digital Culture; Digital inclusion; Social vulnerability.

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