Políticas de tecnologia na educação no Brasil: Visão histórica e lições aprendidas

Abstract

Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and programs did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lessons and suggestions for future public policies related to the implementation of technologies in education.

Towards Digital Transformation of the Validation and Triage Process of Textbooks in the Brazilian Educational Policy

“…Decision support for public policy is crucial for improving the public sector [35]. However, the government must consider the Brazilian population's size, inequalities, and differences to appropriately implement ICT solutions [36].…”

Best Management Practices for Teaching Hydrologic Coding in Physical, Hybrid, and Virtual Classrooms

“…Computational thinking and, more broadly, computational knowledge, are often developed within computer science (CS) courses as well as in courses that teach programming in disciplines beyond computer sciences, with the educational literature drawing distinction between the two. Around the world, countries are implementing the inclusion of computational thinking, digital literacy, and computer programming across the curriculum, and at the K12 and undergraduate level (National Academies of Sciences, 2016;The Royal Society, 2017;Valente and de Almeida, 2020;Nesen et al, 2021). Though the educational literature on computational thinking within programming courses (i.e., those outside of computer science departments) as well as the existence of publicly accessible coding exercises across STEM fields is expanding (Jacobs et al, 2016;Yan, 2017;Lin et al, 2019), understanding of best practices is still nascent, particularly at the disciplinary level.…”

Tecnologias Digitais De Informação E Comunicação Na Formação Inicial De Professores: Uma Análise Da Resolução Cne/Cp Nº2/2019

“…Ainda no século passado, Lévy (1999) já destacava que, frente às muitas transformações sociotécnicas em curso, as problematizações acerca do futuro da educação precisariam estar pautadas em análises que considerassem as reconfigurações inerentes às nossas relações com o saber. No mesmo sentido, notamos, no Brasil, no início dos anos de 1980, a elaboração das primeiras políticas públicas voltadas à inserção das TDIC na Educação Básica -o Programa Nacional de Informática Educativa (Proninfe) e o Programa Nacional de Informática na Educação (ProInfo) -, as quais foram desenvolvidas em âmbito nacional (Valente;Almeida, 2020).…”