POLÍTICAS E PROJETOS EDUCACIONAIS PARA O USO DAS TICs: NEOLIBERALISMO NA EDUCAÇÃO BÁSICA DO ESTADO DE GOIÁS

Abstract

This thesis is part of the research line Education, Institutions, and Educational Policies within the Graduate Program in Education (Stricto Sensu) at Centro Universitário Mais. The study focused on the relationship between Information and Communication Technologies (ICTs) and educational policies in Basic Education in the state of Goiás, Brazil. The main objective was to analyze how neoliberal discourse influences educational policies aimed at the use of ICTs in Basic Education in Goiás through the implementation of specific projects. The specific objectives were: (i) to understand the topic through a literature review on educational policies related to the use of ICTs in Basic Education, with an emphasis on the influence of the neoliberal context; (ii) to present neoliberal-oriented educational policies and their implications for the development of competencies and the formation of human capital within technological projects implemented in Goiás; and (iii) to analyze the state curriculum guidelines of Goiás to assess the degree of alignment between ICT integration and the objectives of ongoing educational technology projects. The adopted methodology was qualitative, with a theoretical, bibliographic, and documentary approach. The research addressed issues within educational policies targeting the use of ICTs, which generally prioritize the development of human capital and competencies aligned with labor market demands. Several programs and projects implemented in Basic Education in the state of Goiás were identified. Initiatives from the municipalities of Trindade, Goiânia, Rio Verde, and Catalão were also analyzed. The study revealed that the integration of ICTs in Basic Education in Goiás still faces significant challenges, primarily due to the influence of neoliberal policies that emphasize quantitative metrics and standardized procedures. The findings pointed to a lack of pedagogical adaptation necessary for ICTs to effectively contribute to the learning process, as well as insufficient investment in teacher training.