A computação no Ensino Fundamental da Rede Municipal de Ensino de Uberaba/MG: implantação e implementação

Abstract

This dissertation, contextualized within the Graduate Program in Science and Mathematics Education, Research Line: Curriculum, Teaching, and Training Spaces for Science and Mathematics Education – Academic Master's, at the Federal University of Triângulo Mineiro (UFTM), is part of the Research Project "Higher Education and Basic School in a Collaborative Network: Teacher Training on the Agenda," funded by the Minas Gerais State Research Support Foundation (FAPEMIG) alongside the Study and Research Group on Education and Culture (GEPEDUC) and the Teaching Profession Research Network (REPPOD). Its central theme is the analysis of the implantation and implementation of computing education in elementary schools of the Municipal Education Network (RME) of Uberaba/MG, with the general objective of understanding how this process has occurred in the local context. The study discusses national public policies aimed at informatics in education, identifies challenges related to infrastructure, teacher training, and curricularization, and investigates the history of the insertion of educational technologies in the municipality between 2008 and 2023. A qualitative, descriptive, and exploratory approach was adopted, based on bibliographic, documentary, and field surveys, with data triangulation analysis. The results revealed that, although Uberaba anticipated national regulations by including computing education in its curriculum matrix and employing licensed teachers in the area, significant challenges persist, such as inequalities in infrastructure among schools, lack of mandatory regulation, scarcity of teaching materials, and weaknesses in continuing education. It is concluded that the effective implementation of computing education requires structural investments, clear regulations, and public policies that ensure equity in access to digital education, in addition to opening paths for future research that deepens the analysis of teaching practice, curricular integration, and the impacts of this educational policy on student development.