ABSTRACT
Este artigo tem como finalidade analisar as condições educacionais dos professores das redes públicas municipais da Região dos Inconfidentes - MG, frente a inclusão digital no período de pandemia. Para tanto, empenhou esforços analíticos formulados a partir de sessões de discussão temática junto aos professores da educação básica, gestores municipais e liderança sindical, pertencentes a rede municipal de ensino da referida região. Os resultados encontrados apontam para: 1) a falta de formação docente e aparato tecnológico para o uso do ensino remoto;2) a importância de uma rede de ensino municipal própria, orientada e articulada a partir da interação, colaboração e representatividade dos seus envolvidos;3) a necessidade de maior compreensão crítica-analítica sobre as propostas de inclusão digital, vinculadas a superação da pobreza e das desigualdades sociais;4) a falta de autonomia dos municípios, revelada pela falta de redes de ensino próprias e dependência significativa do Estado.Alternate : This article aims to analyze the educational conditions of teachers from municipal public schools in the Region of the Inconfidentes - MG, in view of digital inclusion in the pandemic period. For this purpose, it made analytical efforts based on thematic discussion sessions with basic education teachers, municipal managers and union leaders, belonging to the municipal education network in the region. The results found point to: 1) the absence of teacher training and technological apparatus for the use of remote education;2) the importance of its own municipal education network, oriented and articulated from the interaction, collaboration and representation of those involved;3) the need for greater critical-analytical understanding of the proposals for digital inclusion, linked to overcoming poverty and social inequalities;4) the absence of autonomy of the municipalities, revealed by the lack of their own education networks and significant dependence on the State.Alternate : El presente artículo tiene como objetivo analizar las condiciones educativas de los docentes de las escuelas públicas municipales de la Región de los Inconfidentes - MG, frente a la inclusión digital en el período pandémico. Para tal ejercicio emprendió esfuerzos analíticos formulados a partir de sesiones de discusión temática con docentes de educación básica, gestores municipales y dirigentes sindicales, pertenecientes a las redes educativas municipales de esa región. Los resultados encontrados apuntan a: 1) la falta de formación docente y aparatos tecnológicos para el uso de la educación a distancia;2) la importancia de una red de educación municipal propia, orientada y articulada a partir de la interacción, colaboración y representatividad de sus grupos de interés;3) la necesidad de una mayor comprensión crítico-analítica de las propuestas de inclusión digital, ligadas a la superación de la pobreza y las desigualdades sociales;4) la falta de autonomía de los municipios, revelada por la falta de redes educativas propias y una dependencia significativa del Estado.
ABSTRACT
This article aims to analyze the educational conditions of teachers from municipal public schools in the Region of the Inconfidentes - MG, in view of digital inclusion in the pandemic period. For this purpose, it made analytical efforts based on thematic discussion sessions with basic education teachers, municipal managers and union leaders, belonging to the municipal education network in the region. The results found point to: 1) the absence of teacher training and technological apparatus for the use of remote education;2) the importance of its own municipal education network, oriented and articulated from the interaction, collaboration and representation of those involved;3) the need for greater critical-analytical understanding of the proposals for digital inclusion, linked to overcoming poverty and social inequalities;4) the absance of autonomy of the municipalities, revealed by the lack of their own education networks and significant dependence on the State.