<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692022000100140</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v16i0.87560</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Programa Nacional de Tecnologia Educacional &#8211; PROINFO em tessitura de ressignificação no contexto da prática]]></article-title>
<article-title xml:lang="en"><![CDATA[The National Program of Educational Technology - PROINFO in tessitura of resignification in the context of practice]]></article-title>
<article-title xml:lang="es"><![CDATA[El Programa Nacional de Tecnología Educativa - PROINFO en tessitura de resignificación en el contexto de la práctica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Roberta Mirnas de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Jean Mac Cole Tavares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Emerson Augusto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,13ª DIREC/SECC-RN  ]]></institution>
<addr-line><![CDATA[Mossoró RN]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UERN Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Mossoró RN]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Rural do Semi-Árido Departamento de Ciências Humanas Programa de Pós-Graduação em Ensino]]></institution>
<addr-line><![CDATA[Mossoró Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692022000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692022000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692022000100140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo propõe compreender a atuação e a ressignificação do PROINFO no contexto da prática docente. O escopo principal dessa política volta-se à inserção e apropriação, na escola pública, dos artefatos tecnológicos que estruturam a sociedade conectada às redes digitais. Em meio a compreensão de que políticas não são meramente implementadas, mas colocadas em ação por sujeitos possuidores de convicções e interesses próprios. Sob a luz da teoria da atuação de Ball, Maguire e Braun (2016), propomos perceber a política do PROINFO atuada no contexto da prática. Para isso, foram realizadas entrevistas semiestruturadas com quatro professores de duas escolas públicas beneficiadas pelos laboratórios de informática do programa. Os resultados apontam que o PROINFO é encenado diante de circunstâncias que desafiam as ações dos docentes. A desatualização e número insuficiente de computadores para atender os alunos, bem como a desassistência pedagógica e técnica dificultam as atividades propostas no contexto da prática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article proposes to understand PROINFO's performance and resignification in the context of teaching practice. The main scope of this policy is aimed at the insertion and appropriation, in the public school, of the technological artifacts that structure the society connected to digital networks. In the midst of the understanding that policies are not merely implemented, but put into action by subjects with their own convictions and interests. In the light of Ball, Maguire and Braun's (2016) theory of action, we propose to understand the PROINFO policy acted in the context of practice. For this, semi-structured interviews were carried out with four teachers from two public schools benefited by the program's computer labs. The results show that PROINFO is staged in the face of circumstances that challenge the actions of teachers. The outdated and insufficient number of computers to serve the students, as well as the pedagogical and technical lack of assistance make difficult the activities proposed in the context of practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se propone comprender la actuación y resignificación de PROINFO en el contexto de la práctica docente. El alcance principal de esta política apunta a la inserción y apropiación, en la escuela pública, de los artefactos tecnológicos que estructuran la sociedad conectada a las redes digitales. En el entendido de que las políticas no son simplemente implementadas, sino puestas en acción por sujetos con sus propias convicciones e intereses. A la luz de la teoría de la acción de Ball, Maguire y Braun (2016), proponemos entender la política de PROINFO en el contexto de la práctica. Para ello, se realizaron entrevistas semiestructuradas a cuatro docentes de dos escuelas públicas beneficiadas por los laboratorios de computación del programa. Los resultados muestran que PROINFO se escenifica en circunstancias que interpelan el accionar de los docentes. La cantidad de computadoras obsoletas e insuficientes para atender a los estudiantes, así como la falta de asistencia pedagógica y técnica, dificultan las actividades propuestas en el contexto de la práctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PROINFO]]></kwd>
<kwd lng="pt"><![CDATA[Atuação docente]]></kwd>
<kwd lng="pt"><![CDATA[Contexto da prática]]></kwd>
<kwd lng="en"><![CDATA[PROINFO]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Context of practice]]></kwd>
<kwd lng="es"><![CDATA[PROINFO]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Contexto de la práctica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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