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Objective. This work deals about the development of public policies related to digital inclusion in Latin America, especially Cuba. Method. A behavioral analysis of this phenomenon in the area and the actions taken by different governments allowed to show how the development of policies and digital inclusion projects in Latin America and Cuba have behaved. In order to deepen this analysis, a bibliographical review that put us on a theoretical and conceptual context of this phenomenon was performed. International databases that facilitated access to information that let us reach several conclusions were consulted. Conclusions. Concluding that, despite the efforts made to decrease the digital breach, it increases as new technologies are developed affecting the population with fewer resources, is also reflected a trend in the growth of the use of TIC' s in Cuba and Latin America.

El trabajo que presentamos se centra en el análisis de las políticas TIC para las escuelas en Argentina a partir de la discusión e implementación de los programas de acceso masivo a computadoras en el sistema educativo de gestión estatal. Estas son impulsadas, a partir de mediados de la década de 2000 por el gobierno nacional para el nivel secundario y por algunos gobiernos provinciales para el nivel primario. Como resultado de estas políticas se expande el denominado modelo 1 a 1. Nuestro análisis recorre, en primer lugar, los sucesos y los debates a través de los cuales se llega a la adopción del modelo y los supuestos que lo orientan. Propone algunas dimensiones para el estudio de las propuestas a las que el modelo 1 a 1 da lugar como forma de inclusión efectiva y que devienen, en algunos casos, en prácticas enriquecidas. Recorre las visiones de los docentes que avanzan en la implementación del modelo 1 a 1 en el marco de Conectar Igualdad y propone algunas interpretaciones acerca de la formación y la especialización docente en los escenarios de la contemporaneidad. Para finalizar explora las limitaciones de la tríada acceso a computadoras – capacitación docente – contenidos digitales y propone la construcción de meso políticas que aprovechen el acceso masivo para la revisión de abordajes clásicos de la enseñanza y ofrece perspectivas de trabajo a partir del diseño, las prácticas recreadas, la investigación y la formación docente de grado ; The article presents an analysis of ICT policies for schools in Argentina, focusing on the debates and implementation of access programs in the public educational system. Since mid-2000s, these initiatives have been driven by the National Government covering the secondary level and targeting primary schools by some provincial States. As a result of these policies, the 1:1 model is becoming a trend, reaching three million devices delivered in a few years. Our analysis reviews the events and debates that concluded in the adoption of the model. We propose some criteria for studying the 1:1 teaching practices ranging from the effective inclusion to the examples of enriched classes. By analyzing the visions of the pioneers in adopting the implementation of the 1:1 model, we develop an approach to teacher training in contemporary scenarios. Finally, we explore the limitations of the triad access – teacher training - digital content. The article proposes the construction of meso policies that harness the massive technological access to review classical educational approaches supported by a framework that includes design, recreated practices, research and pre-service teacher training as its basis

The popularity of Participatory Action Research (PAR) increases the risk of tokenism and blurring the boundaries of what might be considered 'good' PAR. This became a pressing issue when we were invited by the City of Amsterdam to conduct PAR on digital inequality with vulnerable citizens in Amsterdam, within serious constraints of time and budget. We decided to take up the challenge to offer citizens an opportunity to share their needs. This paper aims to increase the transparency of the complex reality of a PAR process in order to help new researchers learn about the challenges of PAR in real-life situations, and to open up the discussion on the quality and boundaries of PAR. Though we managed to implement some core ethical principles of PAR in this project, two were particularly under pressure: democratic participation and collective action. These jeopardized collective learning and might unintentionally feed stereotypes regarding people's capabilities. Nevertheless, this small and local study did manage to create ripples for change.

This article aims ats evaluating the results of the process of digital inclusion among the supposedly included users of digital inclusion points, promoted by programs and projects of the Government and its partners, after having gone through qualification processes, workshops and other forms of mediation. The evaluation has as base the identification of variables that better explain the inclusion process and a multivariete analysis of these variables. Thus, factors had been identified that would allow to detect factors that have an impact in the inclusion process, such as the context of the user, his or her demographic profile, the social conditions, the use of and access to information and comunication technologies - ICTs, but also the evaluation, use and search of information by the user. An example is the search and employment of the information for the welfare of the community. In this study changes were detected to the degree in which explanations of variable or indicators are considered for the user to feel included, such as: sex, color/race, access to broadband Internet, infrastructure, available cellular telephone, available digital information in the Internet and social nets and a computer at home. The multivariate analysis selected that the determining factors of digital inclusion are in constant change, as the ownership of cell phone, a fixed telephone and computer at home. It was evidenced that the ones that say they are digitally included were people who believe that Internet changed their lives, know and use the Internet, participate in relationship sites, have the habit of reading the press and news in the WEB. In the study, the issues of schooling and range of income and geographic region continue to determine whether users feel included. Because of the universalization of cellular phones, this represents little to the included ones, which is different from having a computer at home. These results must be seen to the light of the research universe, of people of a disfavoured class, living in places with little telecommunications infrastructure, where the satellite is the most viable means to provide broadband Internet. ; Impacto de los talleres, formación y mediación de los multiplicadores (formadores de formadores) y las sesiones con participantes en los programas de inclusión digital en Brasil: una evaluación desde un análisis multivariable. Este artículo tiene por objeto evaluar los resultados del proceso de inclusión digital de los usuarios supuestamente incluidos en los puntos de la inclusión digital, promovida por los programas y proyectos del Gobierno brasileño y sus socios, después de haber pasado por procesos de capacitación, talleres y otras formas de mediación. La evaluación toma como base la identificación de las variables que mejor explican el proceso de inclusión y un análisis multivariado de estas variables. Los resultados obtenidos deben ser vistos a la luz del universo de investigación, de las personas de una clase desfavorecida, que viven en lugares con poca infraestructura de telecomunicaciones, donde el satélite es el medio más viable para ofrecer Internet de banda ancha.

This article is devoted to the reasoning of the usefulness of investigation of digital skills formation processes in the context of digital economy. The current state of governmental and scientific research of the level of digital skills of Ukrainians was critically assessed. The results of extensive empirical analysis of digital skills of Ukrainians were demonstrated. The analysis was conducted based on the respondents' responses on a survey within the scope of a conjoint research project of Kyiv Vadym Hetman National Economic University and HUAWEI entitled "Digital economy, the influence of information and communication technologies on human capital and formation of competencies of future". The purpose of the research is enhancing and refining existing conclusions and recommendations through addressing results of self-assessment of level of digital skills which depended on social and demographic characteristics of respondents. The viability of influence of these predictors on the level and differentiation of digital skills was empirically proved. The level of digital skills was identified based on the results of empirical data processing realized with the help of special program package Statistical Package for the Social Sciences (SPSS). In order to achieve this aim, contingency tables were created and analyzed. The analysis of level of digital skills was conducted based on criteria of minimal level of proficiency (general analysis) and in terms of five applicable spheres: information literacy and skills of working with data, communication and collaboration, creating of digital content, problem solving, cyber security. The age, gender, specialty and income level of respondents were considered as viable predictors for digital skills level differentiation. The identified digital gap (differentiation of level of digital skills) helped to prioritize areas for formation of digital skills, namely: problem solving and cyber security. The list of "digital vulnerable groups" of population was determined, as follows: people of mature (36-45 years), pre-pension (55-65 years) and pension (over 66 years) age; women; people with education in the fields of knowledge such as "Military Sciences and National Security", "Humanities and Arts", "Agricultural Sciences and Veterinary Medicine", "Biology and Health". Although income level does not influence significantly on the level of respondents' digital skills, the opportunity of increasing in income level in case of higher level of digital skills proficiency may be used as a motivator of their formation and improvement. The results of investigation and proposed recommendations aimed at overcoming digital inclusion are of primary value for the Ministry of Digital Transformation, other governmental and associative institutions, representatives of science and education. The research results would be of value for planning and implementing measures directed at increasing the level of digital skills of Ukrainians. ; У цій статті аргументована доцільність дослідження процесів формування цифрових навичок в умовах цифрової економіки, критично оцінено сучасний стан урядових та наукових досліджень рівня цифрових навичок українців. В статті представлено результати поглибленого емпіричного аналізу цифрових навичок українців, проведеного на основі банку відповідей респондентів опитування дослідницького проекту КНЕУ – HUAWEI «Цифрова економіка, вплив ІКТ на людський капітал та формування компетентностей майбутнього». Метою дослідження є доповнення та поглиблення наявних висновків та рекомендацій, шляхом розгляду результатів самооцінки цифрових навичок залежно від соціально-демографічних характеристик респондентів. Дослідження емпірично підтвердило вагомість впливу цих предикторів на рівень та диференціацію цифрових навичок . За результатами обробки емпіричних даних за допомогою пакету програм Statistical Package for the Social Sciences (SPSS) з побудовою та подальшим аналізом таблиць спряженості (крос-табуляції) визначено рівень цифрових навичок (загальний ( за критерієм мінімального рівня опанування) та в розрізі 5-ти сфер використання –інформаційна грамотність та навички роботи з даними ; комунікація та співпраця; створення цифрового контенту; вирішення проблем, кібербезпека ) залежно від віку, статі, спеціальності та доходу респондентів опитування. Виявлені цифрові розриви (диференціація рівня цифрових навичок) дозволили ідентифікувати пріоритетні сфери формування цифрових навичок - кібербезпека та вирішення проблем. Визначений пріоритетний перелік «діджитал -вразливих груп» населення –люди зрілого ( 36-45 років), передпенсійного (55-65 років) та пенсійного (віку старше 66 років); жінки; люди з освітою в галузях знань "Воєнні науки та національна безпека", «Гуманітарні науки та мистецтво", "Аграрні науки та ветеринарія", "Біологія та охорона здоров'я ". Хоча розмір доходу суттєво не впливає на цифрові навички респондентів, можливість зростання доходу при умові більш високого рівня цифрових навичок може використовуватися як мотиватор їх формування та удосконалення. Результати дослідження , а також розроблені пропозиції, спрямовані на подолання цифрової інклюзії, можуть бути корисними для Міністерства цифрової трансформації, інших урядових та асоціативних структур, представників науки та освіти при плануванні та реалізації заходів, спрямованих на зростання.

The level of acceptance and use of Internet banking (IB) among older adults is a major issue toward the advancement of banking operations in Nigeria. So far, there has been little or no representation of older adults (60+) in studies conducted on IB adoption and use in Nigeria. Hence, this study investigated the use of IB among older adults in Ekiti State Nigeria. The selection of the sample was made through purposive, convenience, and snowball sampling techniques. Nine local government areas were purposively selected to have a mix of urban and rural areas. Convenience and snowball sampling techniques were used to select 384 older adults, while questionnaires and interviews were used to collect data. Findings reveal that most of the elderly have not adopted the use of IB as they preferred and used the traditional banking system. Those that have adopted IB for their banking transactions averagely used it majorly for funds transfer, bills payment, and airtime top-up. Convenience was the major reason for using IB by the users, while the non-users mentioned unawareness and security concerns as reasons for not using. The users have the intention of continuing using the technology, while the non-users have the intention of using it in the future. It is recommended that banks should intensify efforts at creating awareness of IB as well as its benefits to this group of customers to ensure they are digitally included in the transformations going on in the financial sector.

La masificación y acceso a las tecnologías de la Información y comunicaciones (TIC) "han experimentado un desarrollo espectacular a lo largo de los últimos veinte años y han impulsado innovaciones que afectan a todos los ámbitos de la economía y de la sociedad" (Rovira & Stumpo, 2013). En cuanto el acceso a la información y el conocimiento a través de dispositivos tecnológicos e internet es reconocido internacionalmente como un motor de transformación y cambio que fomenta la inclusión social, política y económica (Frey, 2005). Sin embargo, y paradójicamente al mismo tiempo que se ha producido la masificación en el uso de dispositivos electrónicos, contenidos digitales, y plataformas de colaboración en línea; las sociedades han visto como una gran cantidad de ciudadanos han visto limitado su acceso a la tecnología, innovación, y conocimiento; originando marginación social y exclusión (Castells, 2000; Robinson, 2005; Duarte & Pires, 2011, Unwin, 2009). Conceptualmente las estrategias para la superación de vulnerabilidades asociadas a la deficiencia o falta de acceso a las TIC pueden ser catalogadas como intervenciones para la inclusión digital. Dichas intervenciones en términos de política pública requieren esfuerzos interinstitucionales coordinados a diferentes niveles; desde lo nacional a lo local, con el fin de desarrollar políticas y programas efectivos a mediano y largo plazo. En tanto la alineación efectiva de las agendas de desarrollo, los objetivos y retos nacionales y locales; así como el uso efectivo de los recursos de cooperación internacional, determina la efectividad y éxito de los programas implementados. ; Massification and access to Information and Communication Technologies (ICTs) "have experienced spectacular development over the last twenty years and have driven innovations that affect all spheres of the economy and society" (Rovira & Stumpo, 2013). As access to information and knowledge through technological devices and the internet is internationally recognized as an engine of transformation and change that fosters social, political and economic inclusion (Frey, 2005). However, and paradoxically at the same time that there has been a massification in the use of electronic devices, digital content, and online collaboration platforms; societies have seen how a large number of citizens have been limited their access to technology, innovation, and knowledge; leading to social exclusion and exclusion (Castells, 2000; Robinson, 2005; Duarte & Pires, 2011, Unwin, 2009). Conceptually the strategies for overcoming vulnerabilities associated with the deficiency or lack of access to ICT can be classified as interventions for digital inclusion. Such interventions in terms of public policy require coordinated inter-agency efforts at different levels; from the national to the local, in order to develop effective policies and programs in the medium and long term. In so far as the effective alignment of development agendas, national and local objectives and challenges; as well as the effective use of international cooperation resources, determines the effectiveness and success of the implemented programs.

Andalucía (España) registra diferentes capacidades y ritmos ciudadanos en su incorporación a la sociedad de la información mediante el uso de las Tecnologías de la Información y la Comunicación. La divisoria producida entre usuarios avanzados y otras personas con menor o nula posibilidad de acceso y aprovechamiento es una realidad que ha tratado de mitigar la Administración Autonómica a través de su estrategia integradora Guadalinfo, basada en una red territorial de equipamientos de atención ciudadana. En el trabajo se ha examinado el proceso de configuración de esta red territorial y la coherencia de Guadalinfo en su planificación, comprobando la adecuación del mismo en su estrategia interna y con el marco operativo exterior. La metodología empleada incluye la evaluación conceptual o del diseño vinculada al enfoque del Marco Lógico, de planificación guiada por objetivos. Los resultados conseguidos muestran carencias de diseño de la estrategia integradora y nuevas pautas para optimizar la efectividad reductora de la divisoria digital. Así mismo, se verifica la coherencia de esta estrategia regional con los objetivos de integración digital de la Unión Europea. ; L'Andalousie (l'Espagne) enregistre des différentes capacités et des rythmes citoyens de rejoindre la société de l'information moyennant l'usage des Technologies de l'Information et de la Communication. La partition produite entre des utilisateurs devancés et d'autres personnes avec moins ou pas de possibilité d'accès et d'exploitation est une réalité qui a tenté d'atténuer l'administration régionale à travers sa stratégie d'intégration Guadalinfo, basée sur un réseau territorial des installations d'attention citoyenne. Dans la recherche présentée ont discuté du processus de mise en place de ce réseau régional et la cohérence Guadalinfo dans leur planification, vérification de l'adéquation de la même dans sa stratégie interne et contexte opérationnel avec l'extérieur.La méthodologie comprend l'évaluation de la conception en vertu de l'approche du Cadre Logique, guidée par des objectifs de planification. Les résultats réussis montrent les lacunes de l'intégration et la conception de nouveaux modèles pour optimiser l'efficacité de la stratégie de réduction de la fracture numérique. En outre, la cohérence de cette stratégie régionale avec les objectifs de l'intégration numérique de l'Union Européenne est vérifiée. ; The introduction of information and communication technologies (ITC) in Andalusia (Spain) have brought about an uneven distribution of Internet users in the region, due to the different capabilities and adoption rates within the population. The regional government addressed this gap among advanced Internet users, limited users and the population unable to access the Internet, by implementing a new strategy called «Guadalinfo» which is based on a territorial network of public facilities to foster ITC development in the two last groups. This paper reflects a research on the process of setting up the Guadalinfo regional network and its planning consistency, checking its internal strategy and its operational framework adequacy with the outside. The methodology includes a conceptual design or assessment under the Logical Framework approach, guided by planning objectives. The outcomes show deficiencies in the strategy design as well as new ways to bridge the digital divide between the different types of users. Finally, the study analyzes the consistency of this strategy with the European Union directives on the digital divide.

Internet has broken the media stereotype of conventional news media.In the age of Internet, common people have experienced the joy offreedom of speech and expression in both democracies and totalitariangovernments. The news consumers are already using interactivetechnologies to have global conversation on local issues. Digital mediais hoped to fill the participation gap that bothered the society in thepast. Participatory culture is a tool of empowerment through gatewaysof information. Participatory culture is a stepping-stone for mediainclusion. Media exclusion starts with denial of access owing to economicand social factors, unequal news coverage, depriving right to beinformed and discrimination in prioritizing news. Nevertheless,democratization of new media that has changed the way the news isdistributed and consumed over Internet in postmodern age protectsbusiness interests and political interests.

Digital inclusion was seen at the beginning of the 2000s as an essential step for social inclusion in a highly technological world, which permeates all areas where people interact. To achieve the digital inclusion of its citizens, the different countries implemented different policies, whose strategies will be marked by political and ideological orientation (Lago et al, 2015). Uruguay was not oblivious to this phenomenon and in the educational field, the Plan Ceibal arrived. This policy, seen as revolutionary both inside and outside borders, conveyed its implementation through the public school, an important reference point for national identity (in Uruguay) and a carrier, which was built under the values of education, culture and the homogeneity of its population. In this context, the University could not remain oblivious and develops the Flor de Ceibo and Flor de Ceibo Conecta2 Projects, critically and reflexively accompanying the Plan Ceibal, through integrality, where education, research and extension are combined, with a methodology of approach for problems, seeking to facilitate technological appropriation, the development of skills and the democratization of knowledge, in a scenario of Second University Reform. ; La inclusión digital fue vista a principios de la década del 2000 como un paso imprescindible para la inclusión social en un mundo altamente tecnologizado, que permea todos los ámbitos donde las personas interactúan. Para lograr la inclusión digital de sus ciudadanos, los distintos países implementaron distintas políticas, cuyas estrategias estarán signadas por la orientación política e ideológica (Lago et al, 2015) Uruguay no fue ajeno a este fenómeno y en el ámbito educativo surgió el Plan Ceibal. Esta política vista como revolucionaria dentro y fuera de fronteras, vehiculizó su implementación a través de la escuela pública, importante referente de identidad nacional (en Uruguay) que fuera construida bajo los valores de la educación, la cultura y la homogeneidad de su población. En este contexto la Universidad no podía quedar ajena y desarrolla los Proyectos Flor de Ceibo (2008-2017) y Flor de Ceibo Conecta2 (2017-actualidad), acompañando crítica y reflexivamente el Plan Ceibal, a través de la integralidad, donde se conjuga enseñanza, investigación y extensión, con una metodología de abordaje por problemas, buscando facilitar la apropiación tecnológica, el desarrollo de competencias y la democratización del conocimiento, en un escenario de 2da Reforma Universitaria.

[eng] Iberian-­America from 1492 was united definitively and it was always a great challenge for the national rulers, and the international community. In the last years, renovated effort exists to achieve that the population but submerged it achieves the benefits of the development. They conspired against this initiative the territorial great extension, the access difficulties, of the population, to the basic services, stable governments' absence in the region, absence of clear politicians; they finished imposing obstacles difficult to overcome. For these reasons the Latin American sector was delayed in the conquest of the technological new times that the developed world lives. However the Iberian sector has a high growth and socioeconomic stability, what redound in big benefits for its citizens. In the educational aspect, one is living a career stage against clock for the incorporation from ICT to the curricular offer, however the population's sectors exist but vulnerable that require a special attention and they don't always frame in formal traditional system. While in the world exists around 1.100 millions of connected to Internet, in Latin America there are only 88 million users. (Annex III). It is in this field where the investigation was centered having consideration especially ICT and the vulnerable groups in risk of digital social exclusion, the Projects that contemplate this way they. A Guide of Evaluation was also developed that serves as the element of analysis of results, achievement of objectives, and optimization of resources with the purpose of stimulating the diffusion and exchange of the knowledge and the international cooperation, and to assure to the civic inclusion processes to the shared knowledge society. ; [spa] Ibero América desde 1492 quedó unida definitivamente y siempre fue un gran desafío para los gobernantes nacionales, y la comunidad internacional. En los últimos años existe un renovado esfuerzo para lograr que la población mas sumergida logre los beneficios del desarrollo. Conspiraron contra esta iniciativa la gran extensión territorial, las dificultades de acceso de la población, a los servicios básicos, ausencia de gobiernos estables en la región, ausencia de políticas claras, terminaron imponiendo obstáculos difíciles de superar. Por estos motivos el sector latinoamericano se retrasó en la conquista de los nuevos tiempos tecnológicos que vive el mundo desarrollado. Sin embargo el sector Ibérico tiene un alto crecimiento y estabilidad socioeconómica, lo que redundó en grandes beneficios para sus habitantes. En el aspecto educativo, se está viviendo una etapa de carrera contra reloj para la incorporación de TICs a la oferta curricular, sin embargo existen sectores de la población mas vulnerables que requieren una especial atención y no siempre encuadran en sistema formal tradicional. Mientras que en el mundo existen alrededor de 1.100 millones de conectados a Internet, en Latino América sólo hay 88 millones de usuarios. (Anexo III). Es en este campo donde se centró la investigación teniendo en especial consideración las TICs y los grupos vulnerables en riesgo de exclusión social digital, los Proyectos que así los contemplan. También se desarrolló una Guía de Evaluación que servirá como elemento de análisis de resultados, logro de objetivos, y optimización de recursos con la finalidad de estimular la difusión e intercambio del conocimiento y viabilizar la cooperación interinstitucional e internacional, asegurando al ciudadano procesos de inclusión a la sociedad del conocimiento compartido.

Yes ; Digital inclusion research has been critically important in drawing an understanding of how policies, society, organisations, and information technologies can all come together within a national environment that aspires to be a digital nation. This research aims to examine the factors influencing e-Inclusion in the UK within a digital-by-default policy for government services. This study is pursued through combining the Decomposed Theory of Planned Behaviour (DTPB) with Use and Gratification Theory (U&G) and conducting a self-administered survey targeting 510 Internet users to study the level of citizens engagement with e-government services in the UK. By incorporating gratification, trust, risk and external factors (i.e. self-efficacy, accessibility, availability, affordability) within DTPB, the proposed model of e-Inclusion used in the paper demonstrates a considerable explanatory and predictive power and offers a frame of reference to study the acceptance and usage of e-government within a national context where nearly all government transactions are digital-by-default. The findings revealed six dimensions as key inhibitors for e-Inclusion, namely: demographic, economic, social, cultural, political, and infrastructural.

The paper explores some of the main regulatory concerns and market barriers created by the digital transformation of the financial services industry and the implications for a more socially-inclusive financial system, particularly in developing and emerging market countries. The paper considers the potential for financial technologies to enhance financial inclusion, whilst minimizing the unintended risks and consequences. In doing so, the paper discusses some of the major international initiatives to support policymakers and regulators in managing the risks associated with advances in financial technology. The paper addresses how financial inclusion has become an important public policy objective by exploring its potential to contribute to social sustainability. The paper examines fintech's role as a driver for financial inclusion and highlights some of the main advantages and risks of the digital transformation of financial services. In considering these issues, we will analyse how the experience of some developing and emerging market countries illustrate some of the advantages and disadvantages in addressing these challenges. Finally, the paper discusses the potential for national policymakers and regulators to coordinate their efforts on a cross-border basis to take advantage of digital financial technologies whilst mitigating social inclusion risks.

This article provides a discussion on conceptual framework associated with digital finance and financial inclusion in Indian context which has not been much critically addressed in the literature. Digital finance and financial inclusion has several benefits to financial services users, digital finance providers, governments and the economy. Since 2010, the G-20 and the World Bank have led the initiative for increased financial inclusion in developing countries to help reduce poverty levels in developing and emerging economies. Access to digital technologies allows a wider range of financial services such as online banking, mobile banking etc. Digital financial services can be more convenient and affordable than traditional banking services, enabling low-income and poor people in developing countries to save and borrow in the formal financial system, earn a financial return. The conceptual framework related to digital finance and financial inclusion discussed in this article are relevant for the on-going debate and country-level projects directed at greater financial inclusion via digital finance in developing and emerging economies. After analyzing the facts it can be concluded that a number of issues still persist which if addressed can make digital finance work better for financial inclusion achievement which in return benefits the individuals, businesses and governments.

The first part of this paper addresses the broad context of the Colombian Constitution of 1991 as a milestone of the country's social policy transformation, which is accompanied by the development of an economic model that subordinates the politics to the logic and interests of the market. The second part analyses the information technology policies in the educational field, which, under an assumption of democratization and social inclusion, are supported by a deterministic, salvationist, neutral and benevolent discourse about technology. The third part describes two local experiences of resilience-transformation as alternative educational practices to the dominant model. One of the conclusions is about the importance of recognizing experiences, which, on a local level, are showing other socio-technical architectures of citizenship engagement. ; El artículo aborda, en la primera parte, el contexto amplio de la Constitución Política colombiana de 1991 como hito fundamental de la transformación de la política social del país, que es acompañado por el desarrollo de un modelo económico que subordina la política a los intereses y lógica del mercado. En la segunda parte, analiza las políticas de tecnologías de la información en el campo educativo, las cuales, bajo un supuesto de democratización e inclusión social, se sustentan en un discurso determinista salvacionista, neutral y benevolente sobre lo tecnológico. En la tercera parte, describe dos experiencias locales de resistencia-transformación como prácticas educativas alternativas al modelo dominante. Entre otros aspectos, se concluye la importancia de reconocer experiencias que en el orden local, están mostrando otras arquitecturas sociotécnicas de participación ciudadana. ; O artigo trata, na primeira parte, o amplo contexto da Constituição Política colombiana de 1991 como marco fundamental da transformação da política social do país, que é acompanhado pelo desenvolvimento de um modelo econômico que subordina a política aos interesses e à lógica do mercado. Na segunda parte, analisa as políticas de tecnologias da informação no setor educativo, as quais, sob uma suposição de democratização e inclusão social, sustentam-se num discurso determinista salvacionista, neutral e benevolente sobre o tecnológico. Na terceira parte, descreve duas experiências locais de resistência-transformação como práticas educativas alternativas ao modelo dominante. Entre outros aspectos, conclui-se a importância de reconhecer experiências que, na ordem local, estão apresentando outras arquiteturas sociotécnicas de participação cidadã.