CRITICAL REVIEW OF THE ARTICLE: INFORMATION AND COMMUNICATION TECHNOLOGIES IN PUBLIC SCHOOLS IN PARANÁ: EVALUATION OF AN EDUCATIONAL POLICY IN ACTION

Abstract

Brandalise's (2019) article presents a partial evaluation of the CONECTADOS Project, developed in public schools in Paraná in 2016, with the goal of integrating information and communication technologies (ICT) into school pedagogical practices. The research falls within the field of educational public policy evaluation and adopted Ball, Maguire, and Braun's (2012) theory of policy in action as its theoretical framework, in addition to Ball and Bowe's (1992) policy cycle approach.

The article was chosen for its significant contribution to the field of educational public policy evaluation, especially regarding the integration of ICTs in the school environment. The study stands out for combining a theoretical-methodological approach, centered on the theory of political action and the policy cycle, with an empirical analysis of the implementation of the CONECTADOS Project in public schools in Paraná. By understanding policy as a process of translation and reinterpretation within the context of practice, the author offers insights for researchers, managers, and policymakers interested in understanding the real effects of government actions on educational institutions.

The introduction addresses the topic of educational policy, including how programs and projects are implemented in this area. The text is organized into three parts: the first, with the proposed policy for the inclusion of ICTs in public schools in Paraná via the CONECTADOS Project; the second, with the assumptions of the theory of policy in action, or political action, and the policy cycle for analyzing and evaluating educational policies, programs, and projects; and the third, presents an analysis of policy in action based on the empirical data collected.