Brazilian Technology Policies in Education: History and Lessons Learned

Autor/inn/en	Valente, José Armando; de Almeida, Maria Elizabeth Bianconcini
Titel	Brazilian Technology Policies in Education: History and Lessons Learned
Quelle	In: Education Policy Analysis Archives, 28 (2020) 94, (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Valente, José Armando) ORCID (de Almeida, Maria Elizabeth Bianconcini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Educational Policy; Program Descriptions; Information Science Education; Foreign Countries; Information Technology; Technology Integration; Teaching Methods; Public Policy; Policy Analysis; Educational Resources; Faculty Development; Kindergarten; Elementary Secondary Education; Technological Literacy; Pedagogical Content Knowledge; Social Networks; Curriculum Development; Educational History; Computer Software; Program Evaluation; Teacher Education; Administrator Education; Brazil + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Informationstechnologische Bildung; Ausland; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Öffentliche Ordnung; Politikfeldanalyse; Bildungsmittel; Technisches Wissen; Pädagogische Kompetenz; Social network; Soziales Netzwerk; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Programme evaluation; Programmevaluation; Lehrerausbildung; Lehrerbildung; Brasilien
Abstract	Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and programs did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lessons and suggestions for future public policies related to the implementation of technologies in education. [Translated by the authors.] (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01