TECNOLOGIA, EDUCAÇÃO E CIBERCULTURA: ANÁLISE DA POLÍTICA DE CHROMEBOOKS NO ESTADO DE GOIÁS

Abstract

ABSTRACT. The digital inclusion policy in the State of Goiás, materialized by the massive distribution of Chromebooks to high school students, is officially presented as a landmark of pedagogical modernization. This study aims to analyze the contradictions between the government discourse of innovation and the effective implementation practices of these devices, from the perspective of Pierre Lévy's Cyberculture. The research investigates whether the initiative promotes intellectual emancipation and collective intelligence or if it primarily constitutes an administrative management strategy and political marketing. Methodologically, Laurence Bardin's Content Analysis was adopted, structured in the phases of pre-analysis, material exploration, and treatment of results. The analysis corpus consisted of the Preliminary Technical Study No. 5/2023, guidelines from the State Department of Education (SEDUC-GO), and official promotional materials. The results indicate a significant gap between the promise of "new ways of teaching" and the imposed technical reality. The analysis revealed that the policy prioritizes hardware management and access control—evidenced by the blocking of personal accounts and restricted use of the Google ecosystem—to the detriment of student autonomy. It is concluded that, far from promoting the deterritorialization of knowledge proposed by Lévy, the adopted model establishes a "cyberculture under custody", where technology serves institutional visibility more than the formation of critical subjects in cyberspace.