Abstract

PINI, Mónica. Políticas de alfabetización digital. Educación e inclusión. Cuad. Cent. Estud. Diseñ. Comun., Ensayos [online]. 2019, n.72, pp.91-103. ISSN 1853-3523.  http://dx.doi.org/10.18682/cdc.vi72.1114.

Abstract:

This article is limited to the examination of selected fragments of an Argentine educational policy document. This is Res. CFE N° 123/10 that approves the document “The Policies of Digital Educational Inclusion. The Connect Equality Program”. This text has a pretension of integrality, since it covers the political and technical aspects of the use of ICT in schools. Depending on the conceptual framework, the critical analysis of the text focuses on the exploration of three axes: the conception of literacy, the role assigned to the national state and inclusion as curricular justice. The work adopts a critical approach, from a relational and sociocultural perspective of (digital) literacy.

Keywords : Digital Literacy; ICT; State; Inclusion.

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