Digital inclusion outside the school context: analysis of project ceibal in Uruguay

Abstract

This work aims to analyze the process of digital inclusion configured from the deployment of the project titled "Plan Ceibal" by the Uruguayan Government in all public schools in Uruguay. In this article our analysis focuses on data collected about the impact of the project outside the school context, and to analyze how the digital inclusion is promoting or not inserting these portable computers outside of school space familiar looking for direct gaze that make people with technologies (cultural practices of digital literacy) and not to the possibilities of equipment in relation to the effective use of ICT 's. Data will be collected through a survey ethnographic blended in development, let us consider the configurations interaction and inclusion of actors from the border town of Rivera / UR. Analysis on socio-historical bias allows you to understand how digital inclusion configures itself from cultural practices exploring the concept of zones of senses and not just for pedagogical possibilities of technology whereas there is a relationship between technologies and social structures. keywords: Social Incusion, Ethnographics, computers, education