Tecnologia e individuação: uma avaliação da política de inclusão digital no Município de Fortaleza à luz da filosofia de Gilbert Simondon

Abstract

This study evaluates the public policy of digital inclusion implemented through the Educational Innovation Rooms (SIEs) in the municipal school system of Fortaleza, Ceará, focusing on the interaction with technological resources and the overcoming of technical alienation. The research is grounded in Gilbert Simondon’s philosophy, particularly the concepts of individuation and the coupling between human beings and technical objects, aiming to understand how these relationships can foster a critical, creative, and contemporary oriented education. The methodological design is based on the Fourth Generation Evaluation proposed by Guba and Lincoln (1989), which emphasizes dialogical, responsive processes and the active listening of stakeholders. This framework is deepened by Lotta’s (2019) contributions on the role of street-level bureaucrats and by Haraway’s (2019) concept of situated knowledge, which values context-sensitive readings of educational practices. The study adopts a qualitative and descriptive approach, combining documentary, conceptual, and empirical procedures. Data analysis was conducted using Bardin’s (2016) Content Analysis technique, allowing the identification of categories related to institutional conditions, technological appropriation, and the integration between humans, machines, and nature. The research also includes a critical assessment of the Google for Education platform, highlighting its pedagogical potential and operational limitations, particularly in terms of technological dependence and process standardization. As a practical contribution, the study proposes the establishment of a continuous monitoring team to support the development of the policy, strengthen innovative practices, and address structural weaknesses based on local educational realities. The findings suggest that the SIE policy requires an expanded and critical evaluative approach that integrates institutional guidelines, stakeholder engagement, and reflective appropriation of digital technologies, thereby contributing to emancipatory and situated public policies.