Desigualdade Digital: O Impacto da Falta de aparelhos tecnológicos e internet nas Escolas do Agreste de Pernambuco
Resumo
Este estudo investiga a desigualdade digital em escolas públicas do Agreste pernambucano, região emblemática das disparidades nordestinas, utilizando dados do Censo Escolar de 2023. A análise descritiva e de padrões (KDD), processada com Excel e Orange, revelou disparidades na infraestrutura tecnológica, privilegiando usos administrativos em detrimento pedagógico. A carência de equipamentos e capacitação docente compromete a inclusão digital, exigindo políticas articuladas entre governos e atores locais para soluções contextualizadas. Conclui-se que a equidade tecnológica é fundamental para reduzir assimetrias educacionais na região.Referências
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Lozano, M. A. (2021). Use of Basic Technological Devices and Student’s Academic Performance. International Journal of Multidisciplinary Research and Analysis, 04(08). DOI: 10.47191/ijmra/v4-i8-07
Mariscal, L. L., Albarracin, M. R., Mobo, F. D., & Cutillas, A. L. (2023). Pedagogical Competence Towards Technology-driven Instruction on Basic Education. International Journal of Multidisciplinary: Applied Business and Education Research, 4(5), 1567–1580. DOI: 10.11594/ijmaber.04.05.18
Sukmawati, Sudarmin, Salmia. (2023). DEVELOPMENT OF QUALITY INSTRUMENTS AND DATA COLLECTION TECHNIQUES. Jurnal Pendidikan Dan Pengajaran Guru Sekolah Dasar (JPPGuseda), 6(1), 119–124. DOI: 10.55215/jppguseda.v6i1.7527
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Vassilakopoulou, P., & Hustad, E. (2021). Bridging Digital Divides: a Literature Review and Research Agenda for Information Systems Research. Information Systems Frontiers, 25(3), 955–969. DOI: 10.1007/s10796-020-10096-3
Fabiano, Luiz Alberto Pilatti, Alberton, H., & Alberton, I. (2023). Information and Communication Technology in Brazilian Public Schools: A Sustainable Legacy of the Pandemic? Sustainability, 15(8), 6462–6462. DOI: 10.3390/su15086462
Ministério da Educação. (n.d.). [link]
Censo Escolar 2023: avanços e desafios na tecnologia - CIEB. (2024, February 27). CIEB. [link]
Kousloglou, M., Petridou, E., Molohidis, A., & Hatzikraniotis, E. (2023). Assessing Students’ Awareness of 4Cs Skills after Mobile-Technology-Supported Inquiry-Based Learning. Sustainability, 15(8), 6725. DOI: 10.3390/su15086725
Lozano, M. A. (2021). Use of Basic Technological Devices and Student’s Academic Performance. International Journal of Multidisciplinary Research and Analysis, 04(08). DOI: 10.47191/ijmra/v4-i8-07
Mariscal, L. L., Albarracin, M. R., Mobo, F. D., & Cutillas, A. L. (2023). Pedagogical Competence Towards Technology-driven Instruction on Basic Education. International Journal of Multidisciplinary: Applied Business and Education Research, 4(5), 1567–1580. DOI: 10.11594/ijmaber.04.05.18
Sukmawati, Sudarmin, Salmia. (2023). DEVELOPMENT OF QUALITY INSTRUMENTS AND DATA COLLECTION TECHNIQUES. Jurnal Pendidikan Dan Pengajaran Guru Sekolah Dasar (JPPGuseda), 6(1), 119–124. DOI: 10.55215/jppguseda.v6i1.7527
View of Exploring Data Mining Applications and Techniques: A Comprehensive Research Survey. (2025). Cosmosscholars.com. [link]
Vassilakopoulou, P., & Hustad, E. (2021). Bridging Digital Divides: a Literature Review and Research Agenda for Information Systems Research. Information Systems Frontiers, 25(3), 955–969. DOI: 10.1007/s10796-020-10096-3
Publicado
20/07/2025
Como Citar
LIRA, Lucas de Melo; SILVA, Rita de Cássia dos Santos; SILVA, Maria Poliene Ferreira da; SANTOS, Beatriz Eduarda Lima dos; MELO, Elvis.
Desigualdade Digital: O Impacto da Falta de aparelhos tecnológicos e internet nas Escolas do Agreste de Pernambuco. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 33. , 2025, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 949-958.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2025.8640.
