Programa Aluno Conectado e informática educacional: materialização e descontinuidade da política de tecnologia educacional no contexto pernambucano

Abstract

This research tries to understand the processes of establishment and discontinuity of the Connected Student Program in Pernambuco, as part of policies for the insertion of digital information and communication technology (DICT) in education. The analysis was based on documentary research and semi-structured interviews with former members of the program management team at the Department of Education. We take as a base, the Policy Cycle Approach formulated by Stephen Ball and Richard Bowe, combined with the French Discourse Analysis. In that regard, our first step was to understand the background that precedes that program as part of the so-called Context of Influence – best exemplified from PROUCA and One Laptop per Child. This trajectory enabled us to establish a parallel between the previous programs and the Connected Student Program - realizing similarities and identifying possible points in common with regard to the respective discontinuities. The program gradually waned to the point of being discontinued, failing to serve hundreds of thousands of students from the state school system in this process. We understand that the creation and discontinuity of the program in Pernambuco it’s related with the political scenario, in which digital inclusion was inserted in a context of rights (republican state). We were able to identify in the interviewees' statements that elements of an economic nature were identified as the main factors for discontinuity. On the other hand, we understand that its discontinuity is also related to the non-sedimentation of this discourse as part of the right to education.