Public Virtual Rooms of Learning and Social Identity: An Emerging Technology Resource

Abstract

Currently, we observe a gap in terms of technological resources used in the teaching-learning process in networks of public education in Brazil and the lack of detail of the social identity of the subjects included in this process for the implementation of more effective public policies for a more inclusive and democratic education. This text discusses on the implementation of public virtual rooms of learning in elementary and high schools, with strict control of social factors, as complementary to the traditional education method still in force. It is intended: 1) to present and discuss a matrix of control of social identity for diverges cycles in which education takes shape, 2) to introduce a first model of formatting of these virtual rooms for each cycle of the education so that the control of social factors might be in accordance with the Brazilian Nacional Council of Education (Brasil, 2010) and the guidelines of the LDB (Lei de Diretrizes e Bases da Educação) (Brasil, 1996) for each stage/cycle of the current educational process, 3) to examine the advantages of this new tool in mainstream education.

Health Education for the Blind: Evaluation of Accessibility of an Inclusive Online Course

“…Adjustments are needed in the virtual learning environment so that blind people can enjoy the benefits of this online course with the same satisfaction and ease as people without disabilities, therefore making it more welcoming (Nóbrega, 2011;Batista & Mollica, 2014). Through these means it is possible to achieve an inclusive learning environment, which is apt to integrate all students in the same educational process.…”