Programa um computador por aluno (PROUCA) e as categorias analíticas na produção acadêmica

Abstract

This research analyzes the academic production concerning the One Laptop per Child Program (PROUCA), established by Law No. 12.249/2010, with the objective of identifying and discussing the main analytical categories mobilized by studies addressing this public policy aimed at integrating Information and Communication Technologies (ICTs) into Brazilian public basic education. The study is grounded in the understanding that digital technologies cannot be analyzed solely from an instrumental perspective, but rather as sociotechnical constructions shaped by political, pedagogical, cultural, and economic dimensions. The investigation is based on a qualitative exploratory approach, developed through a systematized literature review. The research corpus consisted of fifteen academic works — including theses, dissertations, and scientific articles — published between 2011 and 2020 and retrieved from databases such as the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Periodicals Portal, and SciELO. As an analytical procedure, the research was informed by Bardin’s (1977) Content Analysis, enabling the identification of thematic recurrences, discursive regularities, and different interpretative perspectives concerning PROUCA. The theoretical framework articulates authors from the fields of education and philosophy of technology, with emphasis on Álvaro Vieira Pinto (2005), Heinsfeld and Pischetola (2019), Valente and Martins (2011), Echalar and Peixoto (2017), and Cordeiro (2014). The analysis revealed that the academic production on PROUCA is organized around categories such as: technology as infrastructure and technical policy; pedagogical practice; social and educational inclusion; reconfiguration of school space-time; political and ideological discourse; and device of power and control. The results demonstrate that, although the program broadened the debate on digital inclusion and the pedagogical use of technologies in Brazilian public schools, the studies point to limitations related to the precariousness of school infrastructure, the lack of adequate internet connectivity, and the fragility of teacher training for integrating ICTs into educational practices. It is concluded that the academic production concerning PROUCA is marked by different theoretical and analytical approaches, revealing tensions between discourses of technological innovation and the concrete conditions surrounding the implementation of educational public policies.