COMO A CULTURA DIGITAL PODE SER INCORPORADA DE FORMA SIGNIFICATIVA NO ENSINO-APRENDIZAGEM DE ESTUDANTES DA EDUCAÇÃO DO CAMPO?

Abstract

This article proposes a reflection on the possibilities of meaningfully incorporating digital culture into the teaching and learning process of Rural Education students, considering the sociocultural specificities of this context. The research was conducted at Colégio Estadual do Campo Dr. Eraldo Tinoco, located in the municipality of Porto Seguro, Bahia, within the framework of Youth, Adult, and Elderly Education (EJAI). Adopting a qualitative approach, the study is grounded in participant observation and documentary research, with content analysis of the data produced. The theoretical framework engages with authors such as Castells (2003), Lévy (1999), Lemos (2015), Pretto (2013), and Kenski (2012), who discuss digital culture, cyberculture, and the network society. The results show that, although the school faces structural limitations—such as the absence of a computer lab and predominantly mobile internet access—there are institutional efforts to integrate digital technologies into pedagogical practices. It was found that digital inclusion occurs partially, with smartphones being the main device used by students to access the internet. The study concludes that the critical integration of digital culture in Rural Education depends on strengthening infrastructure, teacher training, and the articulation between local knowledge and global knowledge, aiming at a democratic, contextualized, and emancipatory education.