Panorama de política pública federal de integração entre escolas públicas e TIC: estudos sobre ProInfo, Prouca, PBLE

Abstract

Since 1997 the Brazilian government has intensified the policy of integration between ICT and public schools. The ProInfo programs, Prouca and PBLE are the main representatives of this policy. Nearly two decades have passed, and with the main objective of creating a panorama that identified public policy characteristics of integration between ICT and public schools in Brazil did this job. This is a theoretical study, guided by political discourse analysis and document analysis. For so they were investigated: 1) regulatory frameworks of Programs; 2) evaluative reports, coming from Public enterprises and institutions aimed at evaluating the operation of programs and aspects of society Brazilian that the tangent; 3) dissertations and theses Programs that are central object of analysis. For subsidize the panorama reflection, developed conceptual perspective for understanding technology, educational technology and ICT. The thought of authors who study topics such as poverty and development; pedagogy as a political culture; and youth before the current technological scenario They helped the reflections undertaken. With the objective secondary in this work, it developed a website to make accessible, free way and be a reference interactive and organized materials that formed the basic research data. The results and eflections developed, it can be noted that public policy Brazilian to integrate technologies and schools public should: further expand the availability of digital technology resources, as much significant Brazilian schools still have any resource; expand and legitimize the participation of community services offered by the programs; strengthen conceptual understanding of the field of technology educational, while endeavoring to computerization of schools. The research was guided by social perspective contribute to the democratic management public policies of digital inclusion and strengthening of reflections on the relationship between technology and education