Excluding inclusion and digital utopia: teacher formation in the Program A Computer for each Student

Abstract

This article discusses the issues that emerged from a research on teacher formation for digital inclusion via school environment in the context of the Program A Computer for each Student in Goiás, Brazil. These issues are addressed through the convergence of two themes: 1) teacher formation; 2) digital inclusion via school environment, based on principles of historical and dialectical materialism. The principles of contradiction and alienation are adopted to bring into question the concept of digital inclusion and to demonstrate that the teacher formation model had as its basic assumptions fragmentation and hierarchization, based on an instrumental rationality.

Keywords:
historical and dialectical materialism; teacher formation; digital inclusion via school environment; educational laptops; technology and education