INFORMATION AND COMMUNICATION TECHNOLOGIES, TEACHING TRAINING AND TEACHING AND LEARNING PROCESSES

In this study we examine the discourses for the incorporation of information and communication technologies to teaching processes, present in the formulation of educational policies focusing teacher education of basic education. We highlight the ways in which proposals are expressed for teacher education and teaching work and the implications that these redefinitions bring to teaching. We examine the Program One laptop per child, in its first phase, and our interest lies on one of its pillars: teacher training and "student monitors." Policies for teacher education have assumed configurations in which the projects are focused on the distribution of technological artifacts (laptops and desktops) to raise the quality of public education, and, at the same time, on the provision of training/teaching qualification. We assume as a methodological theoretical support critical discourse analysis (Fairclough, 2001) to investigate the political-ideological conception present in official discourses.