TECNOLOGIAS DIGITAIS E CAPITAL CULTURAL – ASSOCIAÇÃO ENTRE O NÍVEL DE ESCOLARIDADE DOS PAIS E UTILIZAÇÃO PELOS ALUNOS DE TECNOLOGIAS DIGITAIS
DOI:
https://doi.org/10.25112/rco.v1.2956Keywords:
Plataformas e Tecnologias Digitais, Alunos do Ensino Básico e Secundário, PortugalAbstract
The article presents results from a study whose purposes were to develop knowledge on the use of digital platforms and technologies in school activities by Portuguese students and the difficulties they identify when using them. We also aimed to understand the effect of their parents’ educational attainment upon these two dimensions. 2037 Basic and Secondary Education (Years 6, 9, and 12) students, who attended schools in different Portuguese regions, answered a questionnaire. The results indicate that the mother’s level of schooling is associated to the use of more diversified platforms, to a more frequent use, and to students stating more difficulties in context of the pandemic.References
BECKER, B. Educational ICT use outside school in the European Union: Disparities by social origin, immigrant background, and gender. Journal of Children and Media, p. 1-20, 2021.
BELMONTE; M. L.; BERNÁRDEZ-GOMÉZ, A. Respuesta social al estado de aislamento por Coronavirus, percepciones sobre educación. Revista Conhecimento Online, Novo Hamburgo, RS, a. 12, v. 3, set./dez. 2020.
BOURDIEU, P. The forms of capital. In: RICHARDSON, J. (Ed.). Handbook of Theory and Research for the Sociology of Education. Westport, CT: Greenwood Press, 1986. p. 241-258.
CABRITO, B. G. COVID-19, educação (básica) e equidade em Portugal. Revista Trabalho, Política e Sociedade, Rio de Janeiro, v. 6, n. 10, p. 125-138, 2021.
CATALÃO, A.; PIRES, C. As plataformas informáticas como instrumentos de regulação da organização e gestão escolar. Revista Portuguesa de Investigação Educacional, n. especial, p. 85-110, 2020.
COOPER, M.; PUGH, A. J. Families across the income spectrum: A decade in review. Journal of Marriage and Family, v. 82, n. 1, p. 272-299, 2020.
DIAS-TRINDADE, S.; CORREIA, J. D.; HENRIQUES, S. A integração da tecnologia na educação básica e secundária em Portugal desde os anos 70 do século XX à contemporaneidade. Revista Tempos e Espaços em Educação, Sergipe, v. 13, n. 32, p. 1-23, 2020.
DIMAPOULOS, K.; KOUTSAMPELAS, C.; TSATSARONI, A. Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factos that deepen educational inequalities across European societies. European Educational Research Journal, v. 20, n. 4, p. 479-497, 2021.
DIPIETRO, G. et al. The likely impact of COVID-19 in education: Reflections based on the existing literature and recente international datasets (EUR 30275 ENC, JRC121071). Luxemburgo: Publications Office of the European Union, 2020. 46 p.
DIOGO, A. M.; SILVA, P.; VIANA, J. Children’s use of ICT, family mediation, and social inequalities. Issues in Educational Research, v. 28, n. 1, p. 61-76, 2018.
FERNANDES, P.; FIGUEIREDO, C. Tecnologias educativas e plataformas digitais na gestão educacional: O que evidenciam os discursos académicos. Laplage em Revista, São Paulo, v. 6, n. especial, p. 24-38, 2020.
FRAILON, J. et al. Preparing for life in a digital age: The IEA International Computer and Information Literacy Study International Report. Londres: Springer, 2014.
GONZÁLEZ-BETANCOR, S. M.; LÓPEZ-PUIG, A. J.; CARDENAL, M. E. Digital inequality at home. The school as compensatory agent. Computer & Education, n. 168, e104195, 2021.
GROSSI, M. G.; MINODA, D. S.; FONSECA, R. G. Impacto da pandemia do COVID-19 na educação: Reflexos na vida das famílias. Teoria e Prática da Educação, Maringá, v. 23, n. 3, p. 150-170, 2020.
GUI, M.; GIANLUCA, A. Digital skills of internet natives: Different forms of digital literacy in a random sample of northern Italian high school students. New Media & Society, v. 13, n. 6, p. 963-980, 2011.
HARGITTAI, E.; HINNANT, A. Digital inequality: Differences in young adults’ use of the Internet. Communication Research, v. 35, n. 5, p. 602-621. 2008.
HATLEVIK, O. E.; GUOMUNDSDÓTTIR, G. B.; LOI, M. Digital diversity among upper secondary students: A multilevel analysis of the relationship between cultural capital, self-efficacy, strategic use of information and digital competence. Computer & Education, n. 81, p. 345-353, 2015.
HELMOND, A. The platformization of the Web: Making Web Data Platform ready. Social Media + Society, v. 2, n. 1, p. 1-11, 2015.
HONORATO, H. G.; MARCELINO, A. C. A arte de ensinar e a pandemia COVID-19: A visão dos professores. REDE-Revista Diálogos em Educação, Anicuns, v. 1, n. 1, p. 208-220, 2020.
INE. Sociedade da informação e do conhecimento: Inquérito à utilização de tecnologias da informação e da comunicação pelas famílias. Lisboa: Instituto Nacional de Estatística, 2020.
JACOVKIS, J.; TARABINI, A. COVID-19 y escuela a distancia: Viejas e nuevas desigualdades. Revista de Sociología de la Educación, v. 14, n. 1, 85-102, 2021.
JARA, I. et al. Understanding factors related to Chilean students’ digital skills: A mixed methods analysis. Computer & Education, n. 88, p. 387-398, 2015.
JASWINDER. Advantages and disadvantages of digitalization in the education sector. International Journal of Applied Research, v. 5, n. SP4, p. 228-230, 2019.
LAPA, T.; VIEIRA, J. Divisões digitais em Portugal e na Europa: Portugal ainda à procura do comboio europeu? Sociologia on Line, n. 21, 62-82, 2019.
LIMA, M. C.; AZEVEDO, S. D.; NASCIMENTO, A. Currículo e práticas docentes durante a pandemia de 2020. Itinerarius Reflections, Jataí, v. 16, n. 1, p. 1-20, 2020.
LINDELL, J. Distinction recapped: Digital news repertoires in the class structure. New Media & Society, v. 20, n. 8, p. 3029-3049, 2018.
LIVINGSTONE, S.; HELSPER, E. Gradations in digital inclusion: Children, young people, and the digital divide. New Media & Society, v. 9, n. 4, p. 671–96, 2007.
LUPAC, P. Beyond the digital divide: Contextualizing the information society. Bingley: Emerald Publishing, 2018.
MANZANO, D.; FERNÁNDEZ-MELLIZO, M. Origen familiar, uso del tiempo y las tecnologías de la información. Revista Internacional de Sociología, v. 77, n. 3, e136, 2019.
MENG, H.-J.; HSIEH, H.-F. Using cultural capital to analyse the digital divide experienced by students living in remote areas. Global Journal of Engineering Education, v. 15, n. 2, p. 82-87, 2013.
OCDE. Studens, computers and learning: Making the connections. Paris: OCDE, 2015.
OCDE. 21st-century readers: Developing lireacy skills in a digital World. Paris: OCDE, 2021.
PARK, S. Digital capital. London: Palgrave Macmillan, 2017.
PELGRUM, W. Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, v. 37, n. 2, 163-178, 2001.
RAGNEDDA, M. Conceptualizing digital capital. Telematics and Informatics, v. 35, n. 8, p. 2366–2375, 2018.
RAGNEDDA, M. Enhancing digital equity: Connecting the digital underclass. London: Palgrave Macmillan, 2020.
RAGNEDDA, M.; RUIU, M. L. Digital capital: A Bourdieusian perspective on the digital divide. Bingley: Emerald, 2020.
REAM, R.; PALARDY, G. Reexamining social class differences in the availability and the educational utility of parental social capital. American Educational Research Journal, v. 45, n. 2, p. 238-273, 2008.
ROSA, V. A participação de Portugal no estudo ICILS. EDUSER: Revista de Educação, Bragança, v. 12, n. 2, p. 1-16, 2020.
SANTOS, H. M. Os desafios de educar através da Zoom em contexto de pandemia: Investigando as experiências e perspetivas dos docentes portugueses. Práxis Educativa, Ponta Grossa, n. 15, e2015805, p. 1-17, 2020.
SELWYN, N. ‘It’s all about standardisation’ – Exploring the digital (re)configuration of school management and administration. Cambridge Journal of Education, v. 418, n. 4, p. 473-488, 2011.
SMAHEL, D. et al. EU kids online: Survey results from 19 countries. EU Kids Online, 2020.
STARKEY, L. et al. Equitable digital access to the Internet beyond school: A literature review. Kelburn: Victoria University of Wellington, New Zeland Ministry of Education, 2018.
TONDEUR, J. et al. ICT as cultural capital: The relationship between socioeconomic status and the computer-use profile of young people. New Media & Society, v. 13, n. 1, p. 151–168, 2010.
TORRES, A. C. et al. Teachers in times of emergency remote teaching: A focus on teaching and relationships. Educação, Sociedade & Culturas, Porto, n. 59, p. 117-138, 2020.
TRAMONTE, L.; WILLMS, J. Cultural capital and its effects on education outcomes. Economics of Education Review, v. 29, n. 2, p. 200-213, 2010.
VAN DIJK, J. The digital divide. Cambridge: Polity Press, 2020.
YUEN, A. H. et al. The significance of cultural capital and parental mediation for digital inequity. New Media & Society, v. 20, n. 2, p. 599-617, 2018.
ZAMFIR, A.-M. Educational resilience in pandemic times and potential impacts on inequalities: The case of Romania. Revista Romaneasca pentru Educati Multidimensionala, v. 12, Sup1, p. 182-187, 2020.
ZHANG, D.; LIVINGSTONE, S. Inequalities in how parents support their children’s development with digital Technologies Parenting for a Digital Future: Survey Report 4. London: LSE Department of Media and Communications, 2019.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Carla Vilhena, Valadas Sandra T., Fernandes Preciosa, Carla Figueiredo
This work is licensed under a Creative Commons Attribution 4.0 International License.
• Os autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação com o trabalho licenciado sob a Licença Creative Commons - Attribution 4.0 International (CC BY 4.0).
• Os autores são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal), pois isso pode aumentar o impacto e a citação do trabalho publicado.
