Situation Diagnosis Dashboard of state education systems as an aid for the implementation of the Digital Education curriculum

Abstract

This article analyzes how a situational diagnosis dashboard articulated diagnosis, feedback, continuing teacher education, and curriculum construction in the cycles of critical-collaborative action research conducted with 23 state education secretariats in Brazil, within a technical and pedagogical advisory project developed by the Edutec Research Group at the Federal University of Mato Grosso do Sul, in cooperation with the Brazilian Ministry of Education, under the National Strategy for Connected Schools and the National Digital Education Policy. The study mobilized the perspectives of curriculum as practice, the policy cycle approach, and critical-collaborative action research, articulated with the notion of a boundary object to examine the dashboard in its dual informational and formative function. The documentary corpus comprises the records of the meeting cycles, the Digital Education and Pedagogical Innovation Plans of the networks, and the dashboard registers themselves, treated through thematic analysis. The results indicate that the articulation between the dashboard and the cycles sustained the recontextualization of national guidelines into situated curriculum implementation strategies: 13 networks finalized their Plans and 18 had their Digital and Media Education Curricula approved during the advisory period. The article contributes by proposing the notion of a boundary object as an analytical key to examining educational dashboards in collaborative curriculum construction processes in decentralized federative systems.