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The article analyzes these policies through the Four in Balance model adapted to Brazil, using documentary study methodology.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/brazilian-technology-policies-in-education-history-and-lessons-learned/450471/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/brazilian-technology-policies-in-education-history-and-lessons-learned/450471.png","ImageObject",300,407,{"name":42,"@type":43},"Logic","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-09-30",true,{"@type":51,"interactionType":52,"userInteractionCount":30},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What is the article’s main objective?","Question",{"text":61,"@type":62},"To analyze Brazilian technology policies in education using the Four in Balance model adapted to the Brazilian reality.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"Which methodology is used?",{"text":66,"@type":62},"A documentary study analyzing policy and program documents.",{"name":68,"@type":59,"acceptedAnswer":69},"Which specific programs are analyzed?",{"text":70,"@type":62},"The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs PRONINFE and ProInfo.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},450471,1790742750,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},8,30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","education policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \nVolume 28 Number 94 June 22 , 2020 ISSN 1068-2341  \nBrazilian Technology Policies in Education: History and Lessons Learned1  \nJosé Armando Valente  \nState University of Campinas (Universidade Estadual de Campinas-UNICAMP)  \n&  \nMaria Elizabeth Bianconcini de Almeida  \nPontifical Catholic University of São Paulo (Pontifícia Universidade Católica de São  \nPaulo-PUC-SP)  \nBrazil  \nCitation: Valente, J. A., & Almeida, M. E. B. (2020) . Brazilian technology policies in education: History and lessons learned. Arquivos Analíticos de Políticas Educativas, 28(94) .  \n[https://doi.org/10.14507/epaa.28.4295](https://doi.org/10.14507/epaa.28.4295)  \nAbstract: Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and  \n1 This is an unoffical translation provided by the authors and was not peer-reviewed.  \nprograms did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lessons and suggestions for future public policies related to the implementation of technologies in education.  \nKeywords: Public policy; educational technology; informatics in education; basic education; ICT; Four in Balance  \nPolíticas de tecnologia na educação no Brasil: Visão histórica e lições aprendidas Resumo: As iniciativas brasileiras voltadas à inserção das tecnologias de informação e comunicação (TIC) na educação básica deram seus primeiros passos na década de 1970, período em que diversospaíses direcionaram esforços na realização de atividades orientadas para o uso das TIC no contextoeducacional. Desde o início dos anos 1980 foram criadas políticas públicas das quais se originaram vários projetos e programas desenvolvidos no âmbito nacional. O objetivo do artigo é analisar essas políticas utilizando o modelo Four in Balance ressignificado para a realidade brasileira. A metodologia é baseada em um estudo documental. Foram analisados o Projeto EDUCOM, o Programa de Ação Imediata em Informática na Educação e os programas nacionais, PRONINFE e ProInfo. Os resultados mostram que esses projetos e programas nem sempre apresentaram de forma equilibrada os eixos visão, formação de professores e gestores, recursos educacionais digitais, infraestrutura e oeixo transversal currículo, avaliação e pesquisa. Dessa análise foi possível destacar algumas lições esugestões para futuras políticas públicas sobre a implantação das tecnologias na educação.  \nPalavras-chave: Políticas públicas; tecnologia educacional; informática na educação; ensino básico; TIC; Four in Balance  \nPolíticas tecnológicas en educación en Brasil: Visión histórica y lecciones aprendidas Resumen: Las iniciativas brasileñas destinadas a la inserción de las tecnologías de la información y la comunicación (TIC) en la educación básica dieron sus primeros pasos en la década de 1970, un período en el que varios países dirigieron sus esfuerzos para llevar a cabo actividades orientadas al uso de las TIC en el contexto educativo. Desde principios de la década de 1980, se han creado políticas públicas a partir de las cuales se han origina","cbCaikZKKFBQIFpy","https://ap.wps.com/l/cbCaikZKKFBQIFpy","pdf",531599,37,"English","# Introduction\n## Historical context of computer use in Brazilian education\n## Main policies and programs examined","[{\"question\":\"What is the article’s main objective?\",\"answer\":\"To analyze Brazilian technology policies in education using the Four in Balance model adapted to the Brazilian reality.\"},{\"question\":\"Which methodology is used?\",\"answer\":\"A documentary study analyzing policy and program documents.\"},{\"question\":\"Which specific programs are analyzed?\",\"answer\":\"The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs PRONINFE and ProInfo.\"}]","Brazilian Technology Policies in Education - History and Lessons Learned | PDF",1790733276,93]