POLÍTICAS EDUCACIONAIS DE INSERÇÃO DIGITAL: ANÁLISE DA PRODUÇÃO CIENTÍFICA ENTRE PERSPECTIVAS CRÍTICA E TECNICISTA

LUCIANA GONÇALVES DE OLIVEIRA MARAIA; Rodrigo da Costa Caetano

doi:10.1590/SciELOPreprints.12609

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LUCIANA GONÇALVES DE OLIVEIRA MARAIA State University of Norte Fluminense https://orcid.org/0000-0002-4616-3855
Rodrigo da Costa Caetano State University of Norte Fluminense

DOI:

https://doi.org/10.1590/SciELOPreprints.12609

Keywords:

Digital Insertion, Educational Policies, Technologies

Abstract

Many discussions that problematize digital insertion in educational processes generally find two fundamental approaches: a critical one that questions the privatizing logic, and a technical one, in which the predominant value is given to mastering technologies as a prerogative for academic success. With the aim of critically analyzing how scientific production has been addressing policies for digital insertion in education, this article presents a survey of scientific production based on searches carried out in the Capes Catalog of Theses and Dissertations, with a time frame from 2014 to 2024. To select the research, keywords coherent with the theme of technologies in education were used, with a selection of filters to better delimit the areas of evaluation and concentration, through which fourteen dissertations and six theses were identified, in which the relevance attributed to the processes of implementing technologies in teacher training is discussed, with 50% of the research studies having in-depth discussions based on a critical view of educational policies. The studies were grouped into two broad categories of analysis, based on the perspective of qualitative research. Finally, this study indicates the need to deepen the theoretical-methodological problematization, especially with regard to the relationship between educational policy and technological instrumentalization, in order to advance the critical debate on digital insertion in education.

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Author Biographies

LUCIANA GONÇALVES DE OLIVEIRA MARAIA, State University of Norte Fluminense

PhD student in the Postgraduate Program in Social Policies at the State University of Northern Fluminense (UENF). She holds a Professional Master's Degree in Teaching and its Technologies from the Fluminense Federal Institute. She specializes in School Administration and Supervision from Cândido Mendes University and holds an MBA in Management of Public Institutions from IFRO. She holds a degree in Pedagogy from the Federal University of the State of Rio de Janeiro (2013). She is currently a tenured teacher in the Municipal Network of Education, Science, and Technology of Campos dos Goytacazes, since 2003, with experience in School Management. She worked as a mediator teacher for the use of digital technologies. She has experience in Education, with an emphasis on Education/Teaching, working mainly on the following topics: digital technologies, methodologies, scientific literacy, Elementary Education, and teacher training. She is a reviewer for the Scientific Journal "Science and Ideas" of the Federal Institute of Rio de Janeiro and the Interdisciplinary Educational Journal (REDIN). She is a Media Educator from the Open Word Institute and the Educamídia Program. Content producer for continuing education, undergraduate, and graduate courses, with experience in virtual learning environments. Currently, she is a tutor for Digital Technologies in Basic Education.

Rodrigo da Costa Caetano, State University of Norte Fluminense

He holds a Bachelor's and Bachelor's degree in Geography from Federal University of Rio de Janeiro (Fluminense Federal University), a Master's degree in Geography from Rio de Janeiro State University (UERJ), and a PhD in Geography from Federal University of Rio de Janeiro (UFF). He is an Associate Professor at UENF, with undergraduate and graduate degrees in Social Policy in various fields. He left his position as head of the Laboratory for Studies of Anthropic Space (LEEA) to serve as Director of the Center for Human Sciences (CCH) from 2020 to 2023. His main teaching efforts are focused on the following topics: State, public policies, environment, agrarian issues, and public health, as well as developing studies and reflections on teacher training, Rural Education, Critical Environmental Education, Popular Education, Social Cartographies, and the impacts and perspectives arising from the oil industry in the Campos Basin.