As políticas públicas para educação conectada e a formação de pedagogos da Universidade Federal de Uberlândia

Abstract

This dissertation, titled “Connected Education Policies and the training of educators at the Federal University of Uberlândia,” is part of the Graduate Program in Technologies, Communication, and Education (within the Media, Education, and Communication track). It aimed to analyze how the guidelines and goals of Connected Education policies—specifically the Connected Education Innovation Program (PIEC), the Connected Education Innovation Policy (PIEC 2021), the National Digital Education Policy (PNED), and the National Connected Schools Strategy (ENEC)—have been incorporated into the initial teacher training for educators at the Federal University of Uberlândia (UFU). The research adopted a qualitative approach, utilizing bibliographic and documentary methods, including a systematic literature review and content analysis. Legal and regulatory frameworks, official data on connected education in Brazil, and the Pedagogical Course Projects (PPC) of UFU’s three Pedagogy programs were examined: the in-person and distance learning programs at the Faculty of Education, and the in-person program at the Pontal Campus. The results indicate that the analyzed PPC show an uneven presence of digital technologies—concentrated in specific course components and, in some instances, limited to their use merely as tools—with little cross-curricular integration of themes related to digital and media education, citizenship, and digital ethics. The literature review further revealed that existing studies focus predominantly on the description, implementation, or evaluation of Connected Education policies within municipal networks or specific schools, as well as on continuing education initiatives; there is a scarcity of research that critically examines these policies from the perspective of initial teacher training. As its primary contribution, the research highlights that the initial training of educators must be recognized as a strategic dimension for the pedagogical sustainability of "Connected Education" policies—integrated with continuing education, infrastructure, digital educational resources, and other aspects of these policies. It is during initial training that teaching identity is formed, along with the conceptual, technical, and ethical foundations of pedagogical practice; this enables future teachers to understand and critically utilize digital technologies (TDIC) and digital education—moving well beyond a purely technocratic approach—to foster the development of autonomous, critical, and socially engaged individuals in a society shaped by digital technologies.