A Relação entre educação e as tecnologias da informação e comunicação em marcos legais específicos para a educação básica brasileira

Abstract

This research is part of a large area of Humanities, in the field of Education, language and technologies, research line of Education, School and Technologies, in the interdisciplinary Master Program in Education, Languages and Technologies of the Goiás State University (UEG). Considering the path travelled by public policies and, in the face of legal frameworks that support the Information and Communication Technologies (ICTs) in the school environment, the overall goal of this work is to raise and analyze the relationship between education and the Information and Communication Technologies established in legal frameworks for Basic Education in Brazil. It is qualitative research, which is carried out by means of a bibliographic and documental research. For both, the bibliographic research about the conception of education is based by Saviani (1991; 1994; 1996; 2007; 2008; 2011; 2012), Freire (1987;1996;2000), Mészáros (2005), among other authors who contribute to the construction of a critical idea of education and, with regard to the relationship between ICTs and education, we have as a basis, especially Castlles (2005; 2015) Santaella (1997; 2003; 2008; 2013; 2014), Bévort e Belloni (2009), Vargas (1999), Pretto (2001) and others, which have contributed to a vision of ICTs as a cultural and historic construction. The documentary analysis focused on the legal frameworks for Basic Education, seeking to analyze the relationship between education and ICTs established in its texts, such as: a) Law no. 13.005, on June 25th 2014 of the PNE 2014-2024; b) Resolution no. 4, dated July 13th 2010, the National Curricular Guidelines for Basic Education; (c) Resolution no. 5 of December 17th 2009 of the National Curricular Guidelines for Early Childhood Education; d) Resolution no. 7, dated December 14th 2010 of the National Curricular Guidelines for Fundamental Education; e) Resolution no. 2, dated January 30th 2012 of the National Curricular Guidelines For Middle School; f) Decree no. 6.300, dated December 12th 2007 of the National Program of Educational Technology (ProInfo). The work is divided into three chapters: 1) Technologies and Information and Communication Technologies: history and relationship with the education, which deals with the path followed by the technologies until it gets to what we know today and its relationship with the education; 2) Information and Communication Technologies: digital inclusion and legal frameworks for Basic Education, which addresses what, in the light of the authors, we believe by inclusion and presents policies and actions for the integration of ICTs in education, as well as the legal frameworks defined as our field of study; 3) current legal frameworks for basic education and the use of ICTs: from the proposals to the obscured intentions between ICTs and education, in which data are presented from the stated analysis of the legal frameworks study: vision of the Information and Communication Technology and Education in the documents surveyed; proposals for inclusion, digital inclusion and Social Inclusion; Human Formation: between the job and the job marketplace. On the basis of the analyzed legal frameworks, we emphasize that the survey showed that most of the documents walks, mainly, from a perspective not critical and based on capital values, according to the concepts advocated by the authors that underlie the work. Therefore, the ICTs, sometimes appear in documents with a technocratic vision; the indicated inclusion is closer to access issues than to the person’s emancipation or autonomy; and the supported education permeates capital and market services intentions. In this way, based on legal frameworks, it has been being far away an educational changing proposal.