Tecnologias digitais e educação: uma avaliação da implementação do ProInfo no município de Brejo Santo/CE (2008- 2017)

Abstract

The new technologies of communication and information (TICs) have impacted in all spheres of social life. Among them, what concerns the educational process, the new digital technologies have brought about transformations also in the teaching and learning processes. In this context, in order to face the new demands of this new model of society, which is based on the use of information technology and digital technologies in a wide range of fields, digital inclusion public policies are considered and implemented, such as ProInfo. The present work aimed to evaluate the implementation of ProInfo in the city of Brejo Santo/CE in period 2007-2017 according to the perception of the actors involved in the program execution process in the cited city. Specifically the objectives of the work are: a) To describe the implementation of ProInfo in the municipality; b) Investigate whether the objectives of the program were understood by managers and teachers; c) To determine the evaluation of the program according to the perspective of teachers, students and managers. The methodological course consisted of a bibliographical research with descriptive and documentary characteristics possessing a qualitative approach, also called evaluative research. In the process of data collection, individual intensive interviews were carried out, as well as focus groups. The main results obtained in the research according to the adopted indicators point out that there is a lack of what concerns to the maintenance in the infrastructure of the computer labs. With regard to the use of TICs in the teaching and learning process, it was contacted that the actions adopted by the municipality are insufficient. It can also be noticed that teachers' actions in using digital technologies as pedagogical support are somewhat initial, precisely because the school does not offer the necessary conditions for the development of their work. As for students in their relationship with digital technologies, it is often conditioned to access to social networks. Thus, we could conclude that ProInfo in the city is inefficient in the sense of providing digital inclusion in the city's school community.