Contribuições da política educacional do Peite/SC para tecnologias digitais na educação: pontos e contrapontos

Abstract

The present research is linked to the Graduate Program in Education (PPGE) at the Federal University of Fronteira Sul (UFFS), Chapecó/SC campus, focusing on the Research Line in Educational Policies and the Research Group in ICT, Mathematics, and Mathematical Education (GPTMEM). The study analyzes the contributions of the State Plan for Innovation and Educational Technology of Santa Catarina (PEITE/SC) to Digital Technologies and Video in the field of Mathematics, aiming to answer the following research problem: "What contributions does the Educational Policy PEITE/SC present for the implementation of Digital Technologies in Basic Education, considering Mathematics?". The theoretical framework comprises concepts of Educational Policies, Education, Digital Technologies, and methodologies in the school environment. Thus, the objective is to analyze the Educational Policy PEITE/SC, considering its contributions, especially regarding the role of Digital Technologies in Basic Education Mathematics. The approach is qualitative research, with data collection through the delineation of documentary research. Data analysis proceeded in light of Bardin's Content Analysis, supported by a collection following the processes of a Protocol defined by Creswell. From the data, we obtained three a posteriori analysis categories: aspects related to the origin and financing of PEITE/SC; the methodology for implementing this Educational Policy in the Basic Education of the state education network in Santa Catarina; and the relationship amid methodology, digital technology in Mathematics of Basic Education proposed in the Plan. From the analysis, we highlight the process of drafting the Plan, considering the documents that support it, the participation of agents in its construction, and the influence of external organizations. It also identifies that the document is organized into four dimensions and provides detailed priorities in actions that unfold into activities with proposed goals for one and five years of its validity, starting from 2018. Likewise, the document indicates that the financing of the actions planned in the Plan considers infrastructure connectivity as the exclusive priority. Furthermore, it reveals that its implementation is based on priorities related to training for technology, innovation, and infrastructure. It also considers that Digital Technologies can support the development of methodologies in all areas of knowledge. As a result of the Plan's implementation, we found the hiring of teachers, adequately prepared, for the computerized classrooms of the state education network since 2022.