Mais do mesmo ou mesmo do mais? O que revelam os documentos oficiais sobre a implementação das salas de inovação educacional nas escolas públicas de anos iniciais em Fortaleza

Abstract

Contemporary schools are marked by political, social, and cultural transformations that impose new demands on teaching practices. Among these changes, the use of DICTs in the school environment stands out due to their role in improving learning. In this sense, Bacich et al. (2015) argue that DICTs have the potential to transform education, creating new strategies and opportunities for learning and interaction for both students and teachers. However, despite their transformative potential, these resources face challenges in their full integration into school environments. Studies such as those by Souza (2007) and Rosa (2013) show that many newly graduated teachers find it difficult to incorporate digital resources into their teaching practices. Complementing this perspective, Torres (2018) points out that the lack of specific initial training in the use of DICTs, especially among teachers of previous generations, has created significant barriers to their application in daily school life. Given these challenges in teacher training for the use of ICTs, programs like TechEduca emerge as attempts to innovate pedagogical practices. However, the effectiveness of these initiatives depends directly on teachers' preparedness to meaningfully integrate these technologies into teaching. In Fortaleza, Educational Innovation Rooms (EIS)—spaces equipped with Chromebooks and digital resources—represent an improvement over traditional computer labs, but they face similar challenges. How do official documents from the Fortaleza Municipal Department of Education describe the institutional trajectory of Educational Innovation Rooms in public elementary schools? To further this analysis, the following specific objectives were defined: I. Map the temporal and geographic distribution of Educational Innovation Rooms implemented in Fortaleza's municipal schools, according to SME records. II. Examine the selection criteria, allocated resources, and regulations guiding the implementation of Innovation Rooms, based on official SME documents. III. To identify the pedagogical objectives and operational challenges of the Innovation Rooms described in the SME's institutional documents. The analysis revealed that the official documents construct a complex and, at times, contradictory narrative. While the pedagogical discourse is robust, ambitious, and aligned with the most contemporary debate on technology and education, an analysis of its implementation reveals fissures, challenges, and dependencies that echo the historical obstacles to the digitalization of Brazilian public schools. In summary, this dissertation concludes that Fortaleza's Educational Innovation Rooms policy finds itself at a point of tension: it possesses immense innovative potential, anchored in an exemplary curriculum, but its implementation as a policy of equity and pedagogical transformation will depend on the administration's ability to overcome the fissures identified here. The potential to be "the same old thing" is real, but the risk of becoming, in practice, "more of the same" is equally present and significant.