Os discursos acerca das tecnologias no Plano Nacional de Educação 2014-2024 e na escola

Abstract

This research presents a discussion about the implementation of the communication and information technologies in educational processes in public schools, considering educational policies, more specifically, the National Education Plan for the decade 2014-2014 (NEP 2014-2024), and the context of a public state school in São Gonçalo, Rio de Janeiro. It aims to analyze the presence of the hegemonic discourse about technologies, which sometimes may be understood as subjects in education, responsible for solving problems of access and permanence at school, and the quality of the teaching processes, in the National Education Plan as well as in the voices of teachers and students from public schools. The discourses about the technologies, in the macro context of the NEP 2014-2024 and in the micro context of the school, are analyzed with the theoretical references and methodological tools provided by the Critical Discourse Analysis (CDA), which defines discourse as a social practice, which denotes ideologies, and enables the comprehension of the hegemonic discourse about technologies in education, in macro or micro contexts.