Enviar artigo via e-mail Políticas Públicas para a Informática na Educação: reflexões sobre desafios contemporâneos
Resumo
Resumo: Reflexões sobre a importância das políticas públicas e possibilidades diversas de inovar e propor formas de aproveitar o potencial das TIC – Tecnologias de Informação e Comunicação – para a melhoria dos sistemas educacionais. Propomos que, em sua formulação, os governos devem evitar formas de apropriação elitizadas, desconexas das realidades e desafios brasileiros, tanto no campo das TIC quanto nos pedagógicos e sociais. A convergência informática, comunicações digitais e educação apontam para uma ruptura nos processos de disseminação e de apropriação do saber, cujos efeitos já começam a ser percebidos nesse início de século. É necessário rever a ação pública: ao invés do Estado prover, que ele aja a partir de demandas específicas de cada contexto cultural e escolar local.
Abstract: Reflections on the importance of public policies and various possibilities for innovation and propose ways to harness the potential of ICT – Information and Communication Technologies – for the improvement of educational systems. We propose that, in their formulation, governments should avoid forms of appropriation elitist, disconnected from the realities and challenges confronting Brazil, both in the field of ICT and the educational and social. The convergence of computing, digital communications and education point to a breakdown in the processes of dissemination and appropriation of knowledge, whose effects are already beginning to be perceived in this new century. It is necessary to reverse the public action rather than the State to provide that it acts from the specific demands of each cultural context and local school.
Abstract: Reflections on the importance of public policies and various possibilities for innovation and propose ways to harness the potential of ICT – Information and Communication Technologies – for the improvement of educational systems. We propose that, in their formulation, governments should avoid forms of appropriation elitist, disconnected from the realities and challenges confronting Brazil, both in the field of ICT and the educational and social. The convergence of computing, digital communications and education point to a breakdown in the processes of dissemination and appropriation of knowledge, whose effects are already beginning to be perceived in this new century. It is necessary to reverse the public action rather than the State to provide that it acts from the specific demands of each cultural context and local school.