Digital Education and Pedagogical Innovation Plans:

governance, monitoring and implementation designs

Authors

DOI:

https://doi.org/10.15448/1981-2582.2026.1.50079

Keywords:

Digital Education, BNCC Computação, Governance, Policy Implementation, Brazilian Basic Education

Abstract

Following the approval of the Computing Complement to the Brazilian National Common Core Curriculum (BNCC Computação) and the establishment of the National Policy for Digital Education (PNED) and the National Strategy for Connected Schools (ENEC), public school systems in Brazil have faced the challenge of translating national guidelines into state-level strategies for implementing Digital Education (Decreto n. 11.713, 2023; Lei n. 14.533, 2023; Parecer CNE/CEB n. 2, 2022). In this context, the Ministry of Education, through the National Network for Pedagogical Innovation (RedeInova), provided technical assistance, carried out by the Federal University of Mato Grosso do Sul, to state departments of education for the preparation of Digital Education and Pedagogical Innovation Plans. This article presents a critical and comparative document analysis of 23 plans prepared by 22 state education systems and the Federal District, examining how they translate national guidelines into implementation designs. The study combined document analysis (Bowen, 2009; Cellard, 2012), categorical content analysis (Bardin, 2016), qualitative coding (Saldaña, 2021), and an understanding of the plans as policy texts and artifacts of subnational translation (Ball, 1993; Ball et al., 2012). The analysis focused on governance, the stage of documentary and operational consolidation, territorialization, monitoring mechanisms, and the institutional designs projected in the plans. The findings suggest that the common model favored comparability and the incorporation of structuring dimensions of Digital Education, without eliminating differences among state-level designs. The education systems varied in the development of the documents, the density of governance arrangements, territorial mediation, the use of data, monitoring, and the conversion of national guidelines into situated implementation strategies.

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Author Biographies

Julciane Castro da Rocha, Pontifical Catholic University of São Paulo (PUC-SP), São Paulo, SP, Brazil.

Holds a PhD in Intelligence Technologies and Digital Design from the Pontifical Catholic University of São Paulo (PUC-SP), with a sandwich doctorate period at the University of Minnesota Twin Cities. Holds a Master’s degree in Education from PUC-SP and a teaching degree in Language and Literature from the University of São Paulo. Collaborating researcher at the Federal University of Mato Grosso do Sul; member of the international research group "Digital Teaching Competencies" (PUC-SP), the Network of Studies on the Implementation of Educational Public Policies (REIPPE), and the Brazilian Coalition for Evidence.

Fernanda Chocron Miranda, Federal University of Pará (UFPA), Belém, PA, Brazil.

Holds a PhD in Communication from the Federal University of Rio Grande do Sul, in a joint-supervision arrangement with Katholieke Universiteit Leuven. She is a professor at the Federal University of Pará and a permanent faculty member of the Graduate Program in Creativity and Innovation in Higher Education Teaching Methodologies (PPGCIMES).

Rosimeire Martins Régis dos Santos, Must University, Deerfield Beach, FL, United States.

Holds a PhD in Education from Dom Bosco Catholic University (UCDB), including a research period at the University of Manitoba. Serves as an external researcher for the Technical and Pedagogical Advisory Team of the National Connected Schools Strategy (ENEC), coordinated by the Federal University of Mato Grosso do Sul. She is a member of the Research and Study Group on Educational Technology and Distance Education (GETED/UCDB) and a professor in the Master’s Program in Emerging Technologies in Education at Must University.

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Published

2026-09-10

How to Cite

Castro da Rocha, J., Chocron Miranda, F., & Martins Régis dos Santos, R. (2026). Digital Education and Pedagogical Innovation Plans:: governance, monitoring and implementation designs. Educação, 48(2), e50079. https://doi.org/10.15448/1981-2582.2026.1.50079

Issue

Vol. 48 No. 2 (2026): Dossiê: Educação Digital

Section

Digital Education

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Copyright (c) 2026 Julciane Castro da Rocha, Fernanda Chocron Miranda, Rosimeire Martins Régis dos Santos

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This work is licensed under a Creative Commons Attribution 4.0 International License.