Digital Education Policies in Brazil:

A Trajectory of Support for Education Networks

Abstract

This article analyzes the recent trajectory of digital education policies in Brazil, with an emphasis on support for public education systems in the implementation of strategies, curricula, and continuing teacher education initiatives. Based on documentary analysis of regulatory frameworks, guiding documents, training materials, and monitoring databases from the Technical and Pedagogical Advisory Program for State Education Systems, conducted by the Federal University of Mato Grosso do Sul within the scope of the National Strategy for Connected Schools, the study discusses the transition from an agenda centered on school connectivity to a public policy architecture that articulates connectivity, devices, digital educational resources, management, teacher education, and curriculum. The article argues that the National Digital Education Policy and the National Strategy for Connected Schools broaden the horizon inaugurated by the Connected Education Innovation Program by repositioning technological infrastructure as a structuring requirement rather than an end in itself. In this shift, connectivity, devices, and digital environments cease to constitute the exclusive focus of public action and become part of a broader educational policy, linked to professional development, curriculum renewal, management, digital educational resources, and the intentional pedagogical use of technologies. The findings highlight the relevance of the public university as a training agent, technical-pedagogical mediator, and producer of management tools to support state education systems in developing diagnoses, digital education plans, curriculum strategies, and teacher education programs. The article concludes that the consolidation of digital and media education depends on federative governance, continuous monitoring, situated teacher education, and articulation between national policies and contextualized curricular choices.