Educação digital e organização pedagógica: análise do Projeto Político-Pedagógico da Escola Luciano de Caraí-MG

Abstract

This dissertation analyzes the incorporation of digital education into the Political-Pedagogical Project of Escola Luciano de Caraí, located in the municipality of Caraí, Minas Gerais, considering its articulation with the School Regulations, Curriculum Matrices, the Brazilian National Common Curricular Base, the Minas Gerais Curriculum Reference, and the guidelines of the Center for Innovation in Brazilian Education. The study is based on the understanding that the presence of technological equipment, internet access, and digital resources in the school environment does not, by itself, ensure their pedagogical, critical, and systematic use. The research adopts a qualitative and documentary approach, using document analysis and triangulation of institutional and normative documents that guide the school’s pedagogical organization. The results indicate that Escola Luciano de Caraí presents favorable conditions for strengthening digital education, such as a computer laboratory, computers, notebooks, digital whiteboards, internet access for pedagogical purposes, and the Technical Course in Informatics. However, digital education still appears in a partial and dispersed way in school documents, being more associated with infrastructure and the instrumental use of technologies than with a systematized pedagogical proposal. As a product of the research, an Educational Action Plan was developed to support the revision and improvement of the Political-Pedagogical Project, including actions related to teacher training, students’ digital literacy, ethical and critical use of ICT, curricular articulation, and monitoring of pedagogical practices. It is concluded that strengthening digital education requires institutional planning, curricular integration, continuing teacher education, and systematic monitoring, so that technologies may be incorporated as a formative dimension of the school.