Inclusão digital: uma análise dos sítios eletrônicos e da linguagem da Secretaria de Estado de Educação de Minas Gerais à luz das diretrizes do Modelo de Acessibilidade em Governo Eletrônico (eMAG)

Abstract

In contemporary society, inclusion is a rising topic due to projections of a more fair and egalitarian society. New information and communication technologies dominate in this context, especially in executing bureaucratic activities and educational programs. Given this context, the central objective of this research is to evaluate whether the information and communication technologies used by the State Department of Education of Minas Gerais on its websites comply with the digital accessibility recommendations proposed by the Accessibility Guidelines Model of the Electronic Government (eMAG). In light of quantitative and qualitative analyses in exploratory and descriptive research, the impacts of the language used by the body above on users' understanding of their digital public services will be assessed. The focus on informational design and language structure supported the results of a public opinion survey, whose respondents evaluated two manuals relating to the registration process for hiring employees to compose the state education network in Minas Gerais, analyzing their ability to understand the texts and the adequacy of each manual to Plain Language recommendations. Another aspect of digital inclusion that will be addressed in this study is related to the evaluation, using the ASES tool, of the accessibility percentages of some official websites of the State Department of Education of Minas Gerais, according to eMAG criteria. By identifying problems related to language, informational design, and accessibility for people with disabilities to electronic government information, this study points out intervention proposals to increase digital accessibility in society without barriers for certain people to benefit from services. Public on equal terms with others.