<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2016000100077</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.16.047.DS04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O eLearning em estabelecimentos prisionais: possibilidades e limites para a inclusão digital e justiça social]]></article-title>
<article-title xml:lang="en"><![CDATA[The eLearning in prison: possibilities and limits to digital inclusion and social justice]]></article-title>
<article-title xml:lang="es"><![CDATA[El eLearning en las prisiones: posibilidades y limitaciones para la inclusión digital y la justicia social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Angélica Maria Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[José António]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Carlinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Aberta Departamento de Educação e Ensino a Distância ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>47</numero>
<fpage>77</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000100077&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000100077&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000100077&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As mudan&#231;as decorrentes do progresso tecnol&#243;gico, caracter&#237;stico da globaliza&#231;&#227;o deram origem a uma "nova sociedade" baseada na informa&#231;&#227;o e no conhecimento, que gera, inevitavelmente, novas desigualdades educativas, mais evidentes em grupos menos favorecidos e em situa&#231;&#227;o de exclus&#227;o social, como &#233; o caso das pessoas em situa&#231;&#227;o de reclus&#227;o. Este fato justifica que, em contexto prisional, para al&#233;m da garantia do direito &#224; educa&#231;&#227;o, seja preciso ter em aten&#231;&#227;o a qualidade da forma&#231;&#227;o no que diz respeito ao desenvolvimento de compet&#234;ncias-chave para a participa&#231;&#227;o na sociedade digital e em rede. Este artigo aborda o processo de forma&#231;&#227;o num estabelecimento prisional portugu&#234;s, com recurso ao eLearning, analisando o contributo deste procedimento para a promo&#231;&#227;o da justi&#231;a social. Neste sentido, s&#227;o apresentadas as vantagens e as limita&#231;&#245;es desta modalidade de aprendizagem a partir da percep&#231;&#227;o de formandas reclusas. Os dados foram recolhidos atrav&#233;s de um question&#225;rio e de um focus group, e foram analisados atrav&#233;s de an&#225;lise de conte&#250;do. Como principais resultados apontam-se, ao n&#237;vel de justi&#231;a social, o aumento da oportunidade de acesso e de participa&#231;&#227;o em ambientes digitais. Como vantagens da forma&#231;&#227;o, as participantes expressaram, ainda, o aumento da autoestima e o desenvolvimento de compet&#234;ncias de aprendizagem. Por outro lado, a desmotiva&#231;&#227;o e a dificuldade de concilia&#231;&#227;o da forma&#231;&#227;o com a rotina di&#225;ria foram os principais obst&#225;culos identificados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The world is experiencing an accelerated transformation process caused by the expansion of world capitalism and technological progress, typical of globalisation. These transformations have led to a "new society" based on information and knowledge, which will inevitably generate new educational inequalities that are more evident in less favoured and socially excluded groups, as in the case of prisoners. This fact justifies that, in a prison context, in addition to ensuring the right to education, attention must be paid to the quality of education as regards the development of key skills for participating in a digital and networked society. This article addresses the training process in a Portuguese prison using eLearning, with a special focus on the drivers of digital inclusion, aiming for social justice. The paper also presents the advantages and limitations of this type of learning based on the understanding of female prison students. Data were collected through a questionnaire and a focus group, and were analysed through the content analysis technique. The main results include, in terms of social justice, more opportunities to access and participate in digital environments, conducive to inclusion. As for the advantages of training, the participants mentioned the increased self-esteem and the development of learning skills. On the other hand, the main obstacles identified were demotivation and the difficulty in balancing training with their daily routines.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Los cambios del mundo globalizado dieron origen a una "nueva sociedad" basada en la informaci&#243;n y en el conocimiento, que genera, inevitablemente, nuevas desigualdades educativas que son m&#225;s evidentes en grupos menos favorecidos y en situaciones de exclusi&#243;n social, como es el caso de las personas en situaci&#243;n de reclusi&#243;n. Este hecho justifica que, en contexto de privaci&#243;n de libertad, m&#225;s all&#225; de la garant&#237;a de derecho a la educaci&#243;n, sea preciso prestar atenci&#243;n a la calidad de la formaci&#243;n en lo que respecta al desarrollo de competencias claves para la participaci&#243;n en la sociedad digital y en la red. Este art&#237;culo aborda el proceso de formaci&#243;n en un establecimiento carcelario portugu&#233;s recurriendo al eLearning, el an&#225;lisis de la contribuci&#243;n de este a la justicia social. Se presentan adem&#225;s las ventajas y las limitaciones de esta modalidad de aprendizaje a partir de la precepci&#243;n de formandas reclusas. Los datos fueron recogidos a trav&#233;s de cuestionario y de un focus group, y fueron analizados a trav&#233;s de an&#225;lisis de contenido. Como principales resultados se apunta a nivel de la justicia social, el aumento de oportunidades de acceso y de participaci&#243;n en ambientes digitales. En cuanto a las ventajas de la formaci&#243;n, las participantes expresaron el aumento de la autoestima y el desarrollo de competencias de aprendizaje. Por otro lado, la desmotivaci&#243;n y la dificultad de conciliaci&#243;n de la formaci&#243;n con la rutina diaria fueron los principales obst&#225;culos identificados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Prisional]]></kwd>
<kwd lng="pt"><![CDATA[Elearning]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Digital]]></kwd>
<kwd lng="pt"><![CDATA[Justiça Social]]></kwd>
<kwd lng="en"><![CDATA[Prison Education]]></kwd>
<kwd lng="en"><![CDATA[eLearning]]></kwd>
<kwd lng="en"><![CDATA[Digital Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Social Justice]]></kwd>
<kwd lng="es"><![CDATA[Educación Prisional]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Digital]]></kwd>
<kwd lng="es"><![CDATA[Justicia Social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOLÍVAR]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Justicia social y equidad escolar: una revisión actual.]]></article-title>
<source><![CDATA[Revista Internacional de Educación para la Justicia Social]]></source>
<year></year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-45</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRASER]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A justiça social na globalização: redistribuição, reconhecimento e participação.]]></article-title>
<source><![CDATA[Revista Crítica de Ciências Sociais]]></source>
<year></year>
<numero>63</numero>
<issue>63</issue>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GAMARNIKOW]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Educação, (in)justiça social e direitos humanos: combatendo desigualdades na globalização turbocapitalista.]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>18</volume>
<numero>52</numero>
<issue>52</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GORARD]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[SELWYN]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Towards a le@rning society? The impact of technology on patterns of participation in lifelong learning.]]></article-title>
<source><![CDATA[British Journal of Sociology of Education]]></source>
<year></year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>71-89</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MUILENBURG]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[BERGE]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Student barriers to online learning: a factor analytic study.]]></article-title>
<source><![CDATA[Distance Education]]></source>
<year></year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>29-48</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MURILLO]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[HERNÁNDEZ]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Hacia un concepto de justicia social.]]></article-title>
<source><![CDATA[Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación]]></source>
<year></year>
<volume>9</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PASSERINO]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Indicadores de inclusão digital: uma análise dos multiletramentos propiciados em redes sociais online a partir da ótica do posicionamento.]]></article-title>
<source><![CDATA[QUAESTIO]]></source>
<year></year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>7-32</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PREECE]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Research in adult education and lifelong learning in the era of CONFINTEA VI.]]></article-title>
<source><![CDATA[International Journal of Lifelong Education]]></source>
<year></year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>99-117</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
