Resumo

VESGA-PARRA, Luz del Sol  e  HURTADO-HERRERA, Deibar René. The digital divide: social representations of teachers in a marginal school. Rev.latinoam.cienc.soc.niñez juv [online]. 2013, vol.11, n.1, pp.137-149. ISSN 1692-715X.

This article discusses the social representations that teachers have towards Information and Communication Technologies, and how these are linked to their life experiences, and become the basis for access, interact and appropriate them in their personal and professional environments. To understand these representations, we conducted a qualitative study using Grounded Theory. The interpretation of Social Representations shows how teachers and students from Colombian public schools currently remain in a digital divide -both by extension and depth- and how this is reproduced at school with expressions of inequality and social exclusion.

Palavras-chave : information technology; digital divide; teacher; school.

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