The policy of computer laboratories in public schools: PROINFO in teacher interpretations

Abstract

This article aims to analyze how teachers conceive the National Educational Technology Program (PROINFO), as an educational policy in the context of public schools. In methodological parameters, we used a qualitative approach, as we approached, by conducting interviews with four teachers, working in two schools in the state education network of Rio Grande do Norte, in the aforementioned program. As a theoretical reference, the research used the studies of Stephen Ball and his collaborators (1992; 2011; 2016), which allowed us to investigate PROINFO's proposal in relation to the policy cycle, above all, observing the multiple demands, discourses, meanings, interpretations and actions in the context of school practice. We assessed that teachers recognize the PROINFO policy for the computer laboratory. However, the actors' relationship with PROINFO occurs amidst creativity and responsibility when faced with a weakened structure that challenges teaching practices.