Educação inclusiva e direitos humanos: capacitação de jovens Xerente para tecnologias digitais – Projeto TECHINCLUSÃO

Abstract

This technical report presents the final results of a qualitative research study conducted within the research line "Jurisdictional Instruments, Access to Justice, and Human Rights," under the sub-area "Culture, Education, and Human Rights." This investigation is part of the Stricto Sensu Professional and Interdisciplinary Master's Program in Jurisdictional Provision and Human Rights, a joint initiative of the Federal University of Tocantins (UFT) and the School of Magistracy of the State of Tocantins. The methodology adopted involved documentary analysis within the scope of the TECHINCLUSÃO Project. The central objective of the research was to investigate the pedagogical, cultural, and structural barriers faced by the TECHINCLUSÃO Project when attempting to implement technology training programs in the Xerente indigenous community context. The study also sought to understand how to overcome these obstacles to ensure that the education provided is inclusive and respects the cultural and human rights of the youth. The collected data points to difficulties in adapting the curriculum and didactic materials to the Xerente community's context, especially concerning the incorporation of digital technologies. Adding to this is a precarious infrastructure, which hindered access to available technology within the community and impacted the youth's training. The research identified these technological limitations and the solutions created by the educators. This led educators to adopt specific pedagogical strategies to integrate digital technologies into the teaching-learning process, while respecting traditional indigenous knowledge and promoting intercultural education. Given this scenario, an in-depth understanding of the challenges faced by educators in digital technology training and the contextual conditions impacting this process becomes imperative. Furthermore, the identification of best practices, effective pedagogical strategies, and adjustments made within the project can be adopted by other initiatives, making them more inclusive and successful, and fostering truly intercultural education rooted in human rights.