Política, política pública, tecnologias e educação : histórico, implementação e percepção dos atores educacionais na rede municipal de ensino de Goianésia-GO

Abstract

This Master's research, entitled "Policy, Public Policy, Technology and Education: History, Implementation and Perception of the Educational Actors in the Municipal Teaching Network in Goianésia – GO is inserted in the research line in Education, School and Technology in the Interdisciplinary Master in Education, Language and Technology, from Universidade Estadual de Goiás. We have established as a general objective to understand the process of implementing public policies of educational technologies at the Public network in Goianésia – GO. As specific objectives, we sought to map and analyze the historical and political trajectory of the educational technologies in Brazil since 1990; to characterize the limits and potentialities of implementing educational technologies in the Municipal Public network in Goianésia - Goiás in the perception of the actors involved in the process. The methodology follows a qualitative approach, considering that the research cycle can occur in three stages: exploration, field research, data processing and analysis (MINAYO, 2012). Data collection instruments were: semi-structured interviews with actors involved in the implementation process, field observations (protocols), legal, regulatory and institutional documents. In the analyzes, it was performed data triangulation based on Minayo et al (2005) and Gomes et al (2005), in which we arranged and made the crossing from several sources and data collection techniques, from the perception of various actors involved in the process. The analysis showed that the implementation of the technologies in the researched network was slowly. We detected that there are several technological resources in the surveyed schools, salary incentive to education professionals, partnerships with the Federal Government in order to facilitate the continuing education courses in the network, the creation of the municipal Educational Technology Center. However, there is lack of the maintenance of the digital whiteboards, causing anxiety among teachers. We found impasses in terms of infrastructure, such as internet access, since there is low signal strength and not enough laboratory space for carrying out activities in certain institutions. With regard to continuing education for the uses of educational technologies, we found the need for more activities that relate the theories and the technical aspects of using technologies with possible pedagogical practices in the courses in order to provide security and confidence to teachers to use educational technologies. From this research, it is considered necessary the government policies continuity, because its discontinuity causes demotivation to the beneficiaries, and we consider it essential to invest in enhancing the physical structure of space and equipment maintenance, as well as the provision of continuing education in accordance with the demand and the needs of the teachers.