NETWORK PATHWAYS: SYSTEMATISATION OF THE IMPLEMENTATION OF THE LOCAL PLAN FOR EDUCATIONAL INNOVATION AND TECHNOLOGY

Abstract

This study analyzes the implementation of the Local Educational Innovation and Technology Plan (PLITE) within a municipal school system in the interior of Paraná, Brazil. The research investigates how one of the stages of the National Connected Education Policy (PIEC) has been implemented at the local level. The objective is to analyze teachers' perceptions of the integration of technological tools. The study adopts a qualitative research approach involving focus group interviews and Discursive Textual Analysis (DTA) to systematize participants' experiences, aiming to understand the different phases of the plan's implementation. Based on the perceptions of the multiple stakeholders involved, the findings reveal that the plan's legal institutionalization ensured the sustainability of the policy, although significant operational. The analysis indicates that the COVID-19 pandemic accelerated the adoption of educational technologies but also exposed a strategic gap in teacher professional development. It is concluded that strengthening local educational technology governance depends on aligning the PLITE with the updated guidelines of the Computing extension to the Brazilian National Common Curricular Base (BNCC Computing) and adopting a systemic perspective that goes beyond the mere acquisition of technological equipment. Furthermore, the study highlights impacts of this public policy and demonstrates how educational technology governance is operationalized in the local context, providing insights into the mechanisms that sustain public policy beyond its legal institutionalization and supporting future implementations.