<?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>S1981-416x2018000300798</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.058.ds10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão digital para mulheres em situação de vulnerabilidade social: a percepção dos formadores]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital inclusion for women in situation of social vulnerability: the teachers&#8217; perceptions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Stela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerny]]></surname>
<given-names><![CDATA[Roseli Zen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espíndola]]></surname>
<given-names><![CDATA[Marina Bazzo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>58</numero>
<fpage>798</fpage>
<lpage>817</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000300798&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000300798&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000300798&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo se dedica a uma reflexão sobre a inclusão digital, por meio de processos formativos para mulheres em situação de vulnerabilidade social, alvo das políticas sociais de combate à pobreza. Para isso, analisa as percepções de docentes e servidores do Programa Mulheres Mil sobre a relação destas mulheres com a cultura digital. Os resultados apontam que os professores não identificam a existência de relações das mulheres-alvo do programa com as TIDC tampouco como sujeitos da cultura digital, reduzindo a inclusão digital ao repasse instrumental de conteúdos básicos de informática. Discutimos que, mesmo iniciantes no manejo do computador e internet, elas têm familiaridade com outras tecnologias, como o celular, principal instrumento de contato entre as estudantes e os agentes das políticas públicas, além de serem diretamente controladas pelos sistemas de monitoramento das exigências destas políticas ou das organizações de seus trabalhos. Como integrantes da sociedade atual, as mulheres do Programa Mulheres Mil têm o direito a compreender a cultura em que vivem para que possam interagir de forma crítica, sem que sejam apenas usuárias ou consumidoras inconscientes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article intends to discuss digital inclusion through educative processes for women in situation of social vulnerability. To do so, this study analyses teachers&#8217; 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&#8217; 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.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Inclusão Digital]]></kwd>
<kwd lng="pt"><![CDATA[Vulnerabilidade Social]]></kwd>
<kwd lng="en"><![CDATA[Digital Culture]]></kwd>
<kwd lng="en"><![CDATA[Digital inclusion]]></kwd>
<kwd lng="en"><![CDATA[Social vulnerability]]></kwd>
</kwd-group>
</article-meta>
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