Investigando barreiras digitais no contexto escolar

Abstract

In this research, the digital barriers are obstacles associeted digital Technologies uses in the teaching-learning process that prevent or dificulty the acess to knowledge. The article shows the results of the research that aimed to analyse, in a high school in Uruguaiana/RS, how the structural, epistemological and didatic aspects are constituted as digital barriers in Information and Communication Technology adoption in the teaching-learning process. In order to do so, sought to answer the question: “How digital barriers, wich impede the hybrid teaching, influence on the teaching-learning process?”. Trying answer this question the theoretical foundation of this work is based on the concepts of digital barriers, how the digital barriers consolidates in educational context and which types of barriers are exist. The research, however, has a exploratory character and a quantitative approch that had for intuite to realized an examination in the perspective of studants, teachers and pedagogical coordinator about the thematic through questionnaire aplication in a High School turm in the school Lilia Guimarães in Uruguaiana/RS. It was possible to identify that structural barriers is most expressive wich dificulties the visualization of others teaching-learning process barriers that use Information and Communication Technology because a limited technologial infrastructure restrict activities that could be potentialized, as well as, restricted the practice and conciliation between hybrid teaching and constructivist teaching.