DIGITAL INCLUSION AND SOCIAL TRANSFORMATION: A CASE STUDY ON THE IMPLEMENTATION OF BASIC COMPUTER COURSES AT IFRO

Abstract

This article presents the outcomes of the implementation of Basic Computer Science courses – Levels I and II – conducted from March to June 2025 by the Federal Institute of Rondônia (IFRO) – Ji-Paraná Campus, in collaboration with the Ji-Cred Foundation. The initiative aimed to promote the digital inclusion of socially disadvantaged youth and adults by providing in-person training in essential digital tools, including the Windows 11 operating system, Google accounts, text editors, spreadsheets, and online forms. The course curriculum was developed based on active methodologies, emphasizing meaningful learning and popular education, while respecting the diverse age and experience levels of the participants. Data was collected from institutional records, classroom observations, practical activities, and student feedback. With completion rates of 86% in Level I and 79% in Level II, the results demonstrate positive impacts on the autonomy, self-esteem, and technical proficiency of participants, who began to independently perform tasks previously assigned to others. Despite encountering challenges such as the age disparity between students and fatigue from consecutive classes, the project demonstrated its effectiveness as a means of social empowerment and the reduction of digital disparities. It is concluded that fundamental computer training, when combined with an inclusive and welcoming pedagogical approach, possesses the potential to transform lives and contribute to the development of communities.

DOI: https://doi.org/10.56238/sevened2025.030-003