Um olhar sobre a implantação do ProInfo em escolas municipais de Minas Gerais

Abstract

Considering the existence of digital inclusion public policies which encourage the use of technologies as pedagogical tool, this research proposed the critical analysis of current implementation stage of the “Programa Nacional de Tecnologia Educacional (ProInfo)” in the urban municipal schools and in the countryside, which attend to child education and levels I and II of grade school, as well as in real implications for improving the teaching and learning process in these schools, in a city in southern Minas Gerais, Brazil. The relevance of such investigation is in verifying how the public policies on the pedagogic use of information and communication digital technologies (ICDTs), described on the ProInfo, is substantiated in relation to the program‟s objectives, regarding the results obtained by the schools. This research was descriptive, theoretical-empirical, with a case study design in qualitative e quantitative approaches. We adopted the content analysis technique in the qualitative phase and descriptive statistics in the quantitative phase. In the qualitative phase we evaluated 24 school and education managers, and in the quantitative phase, 194 teachers, representing 40% of the teachers in all of the municipal schools. The results showed that, even after the reformulation conducted in 2007, and the amplification of the investments, ProInfo does not yet achieve its goals, and there were few significant effects, especially in teaching. We observed that there are discrepancies in understanding the responsibilities of each member included in the program. There is ignorance, by the teachers and managers, of the actions and procedures relative to the program, and that implementing the technologies in a school context, aiming at pedagogical use and digital inclusion, is still challenging for teachers, policy, educational and school managers.