TDICS NA EDUCAÇÃO ESCOLAR: POLÍTICAS PÚBLICAS PARA IMPLEMENTAÇÃO DOS RECURSOS TECNOLÓGICOS DA REDE PÚBLICA DE ENSINO DO ESTADO DE GOIÁS

Abstract

This dissertation is part of the Research Line: Education, Institutions and Educational Policies (EIPE) of the Masters in Education, of the Graduate Program of the Faculty of Inhumas-PPGE/FacMais. The research deals with the insertion of Digital Information and Communication Technologies (TDICs) in basic education, with emphasis on the implementation and uses of technologies in public schools in the State of Goiás. It is foreseen as a general competence in the National Common Curricular Base - BNCC - that students: "understand, use and create digital information and communication technologies in a critical, meaningful, reflective and ethical way in the various school practices including social ones" (BNCC, should 2018). Although the state education system for school use TD is mandatory to supply the ICS public network, what will be needed to meet school use and what will be needed to meet school demand? In this sense, the general objective of the research was to investigate the process of implementing technological resources in the public school system in the State of Goiás. Among the specific objectives, the study sought to show the historical process of using digital and analog technological tools in education. In addition, it presented the federal and state government programs and public policies to encourage digital literacy through the insertion of TDICs in school units of the public education network. We sought to understand the process of evolution of the internet, of analogue, digital, educational and assistive technologies in education. Highlight the concepts of digital literacy, hybrid teaching and distance education. Show the use of TDICS by teachers and students in basic education during the Pandemic and post Pandemic in the State of Goiás. There is in Brazil the digital exclusion of students both at school and socially. That digital culture (cyberculture) is already an ongoing reality, but to assert itself in the school environment there is a way to go. Since it is necessary to solve the problems that permeate from the preparation of teachers to the low investment in technologies in public schools. As for the methodology, an exploratory study of a qualitative nature was carried out, through bibliographical and documentary. The study is theoretically based on works by: BRUZZI (2016), CASTELLS (1999), FAVA, (2014), LÉVY (1993 -1999), KENSKI (2012), MOEMA (2013), MORAN (2015), PEREIRA (2014), PAIVA E COSTA (2015), PEIXOTO (2022), among others.