Public Policies for the Integration of Technologies in Education

Abstract

This work constitutes part of the results of a Master's research in Education already defended, aiming to analyze the historical trajectory of public policies for digital inclusion in education. The methodology adopted was qualitative, with documentary research on public policies aimed at the insertion of Digital Information and Communication Technologies (DICT) in education from 1980 to 2023. The findings demonstrate that the initial efforts to insert and use DICT in Brazilian public education began with the concept of insertion. Subsequently, this process evolved towards a perspective of universalization and, in the last ten years, came to be understood as inclusion. It is observed that the use of digital technologies in education surpasses the barriers of specific governments and establishes itself as a state policy. This paradigm shift recognizes the importance of digital technologies for the development of education and society in general, ensuring its continuity and improvement regardless of changes in government. Despite the contributions, it is important to recognize that there are challenges and limitations associated with the implementation of these programs. Issues such as inadequate infrastructure, lack of teacher training, and unequal access still represent significant obstacles that need to be overcome to ensure the long-term success of these initiatives.