Inclusão e Letramento Digital: avaliação do Programa Juventude Digital em uma escola da rede municipal de ensino de Fortaleza

Abstract

The expansion of digital technologies has transformed the way we live, work, and relate to one another. In this context, this dissertation evaluates the contributions of the Programa Juventude Digital (Digital Youth Program), developed by the Municipal Department of Education of Fortaleza, to the inclusion, digital literacy, and Integral Education of students from a public school in the municipal education network. The specific objectives were: to identify how the Programa Juventude Digital incorporates the concept of Integral Education in order to promote meaningful and emancipatory learning that broadens opportunities for young people; to compare the digital literacy and ICT-related skills (TDICs) of participating and non participating students; and to present the beneficiaries’ perceptions of the Program in relation to their everyday and school practices, in order to highlight its strengths and weaknesses. The theoretical foundation of this study is based on prominent scholars, reports, official documents, and legislation. Among them, the following stand out in the field of State and Public Policies: Souza (2006), Mészáros (2008), Secchi (2014), Gussi and Oliveira (2015), and Laval (2019). The methodological and investigative framework was guided by the studies of Rodrigues (2016), Minayo (2009), and Bardin (2011). Regarding the extension of the school day from the perspective of Full-Time Integral Education, the study was supported by the ideas of Anísio Teixeira, Gadotti (2009), and Moll (2012). On the topic of technology, it drew upon the works of Presnky (2001), Coscarelli (2005), Lazo (2019), and Andrade (2024), among others. Through a qualitative approach, based on In-Depth Evaluation (Rodrigues, 2008; 2011), it was possible to explore participants’ experiences in a more contextualized and sensitive way, considering the meanings, perceptions, and significance attributed to the Program throughout the research process. Data were collected from 30 ninth-grade students enrolled in the Program and 30 non participating students from different schools, allowing for a comparative study. Questionnaires were developed using Google Forms, and a focus group was conducted with the participating students. The responses were analyzed using the principles of Content Analysis and Descriptive Analysis. The research shows that the Programa Juventude Digital plays an important role in promoting digital inclusion among elementary school students, expanding access to technological content and fostering progress in the use of digital tools and the internet for educational purposes. However, gaps in media education persist, especially concerning digital privacy and critical understanding of technology. Challenges such as limited access to platforms and unstable internet connections were also identified, which hinder the effectiveness of the Program’s activities. Regarding the proposal of Full-Time Integral Education, although the benefits of extended school hours are not entirely clear to students, their statements reveal that they value increased social interaction, strengthened interpersonal bonds, and a welcoming environment — factors that support their sense of school belonging and emotional development. Finally, the research highlights the importance of addressing the identified weaknesses in order to expand the reach and positive impact of the Program among the youth of Fortaleza.