The concept of “Digital Education in Schools” aims to ensure the inclusion of digital tools and skills in teaching, fostering and reinforcing what is known as digital and information literacy, as well as the teaching of computer science, programming, and robotics at all educational levels as part of the learning process, addressing principles of privacy and safety in the use of digital tools, and exploring all the benefits provided by such technologies.

The text of the National Digital Education Policy (PNED), approved by the Senate, is a substitute bill from the Science and Technology Committee (CCT) and amends Laws No. 9,394, of December 20, 1996 (Law on Guidelines and Foundations of National Education), No. 9,448, dated March 14, 1997; No. 10,260, dated July 12, 2001; and No. 10,753, dated October 30, 2003.

What the measure says

As defined in the text, the PNED is organized around four areas of implementation: digital inclusion; digital education in schools; digital training and specialization; and research and development in information and communication technologies. To promote digital inclusion, the new policy employs the following strategies:

• Promoting programs and initiatives aimed at raising awareness among Brazilian citizens about the importance of digital, media, and information literacy;

• Provision of online tools for self-assessment of digital, media, and information literacy skills;

• Training in digital, media, and information literacy skills, with priority given to those enrolled in the federal government’s Single Registry (CadÚnico);

• Facilitating the development of and access to free digital resource platforms and repositories, as well as promoting digital skills certification processes;

• Deployment and integration of connectivity infrastructure for educational purposes;

• Promoting spaces that provide free access to technology and the Internet in socially vulnerable communities;

• Promoting accessibility to digital public services;

• Promoting programs that encourage the development of digital skills among groups of diverse genders and races.

Article 6 of the measure establishes that it is the responsibility of the government to facilitate digital connectivity, establish projects aimed at promoting digital skills and innovative teaching and learning methods, develop school leadership programs to train leaders capable of creating and implementing digital plans for public educational institutions, and enhance the digital skills of public educational institution administrators, among other things.

It also establishes that it is the responsibility of the government to set concrete and measurable goals regarding the implementation of the National Digital Education Policy, applicable to both public and private education.

Highlights

And to make all of this a reality, one of the main concerns when discussing digital education is the issue of inclusion and accessibility for everyone, including the most vulnerable populations, which necessitates planning for the financing and funding of the resources and devices needed to access digital content.

From the body of the approved text, as set forth in Article 10, we can highlight the following as designated sources of funding: budgetary appropriations from the federal government, states, and municipalities; public or private donations; the Fund for the Universalization of Telecommunications Services; and the Fund for the Technological Development of Telecommunications.

There are also plans to enter into agreements, memoranda of understanding, cooperation agreements, decentralized implementation agreements, amendments, or similar instruments with agencies and entities of the federal, state, district, and municipal governments, as well as with private entities, in accordance with specific regulations.

The PNED amends the Law on Guidelines and Foundations of National Education so that basic education curricula address digital competencies throughout all stages, beginning in elementary school. The legislation provides for the teaching of computer science, programming, robotics, and other digital skills at all levels of education and incorporates the requirements of digital education into the National Book Policy, with Articles 4 and 26 now reading as follows:

 “Article 4 

... XII - digital education, ensuring that all public institutions of basic and higher education have access to high-speed internet suitable for educational use, with the development of skills focused on digital literacy for youth and adults, digital content creation, communication and collaboration, security, and problem-solving. Sole paragraph. For the purposes of the provisions of item XII of the main text of this article, the relationship between digital teaching and learning shall incorporate digital techniques, tools, and resources that strengthen the teaching and learning roles of both teachers and students and that create collective spaces for mutual development.” (NR)

“Art. 26

...§ 11. Digital education, with a focus on digital literacy and the teaching of computer science, programming, robotics, and other digital skills, shall be a component of the elementary and high school curricula.” (NR)

The text stipulates that digital education policy must take into account students’ social and economic vulnerabilities and prioritize the most disadvantaged. In addition, it establishes an inclusive approach, taking into account differences and any specific needs.

Another point worth highlighting is the precision achieved through efforts to raise awareness of digital rights, including awareness of the use and processing of personal data under the LGPD (General Personal Data Protection Law), the promotion of secure connectivity, and the protection of the data of the most vulnerable segments of the population (particularly children and adolescents).

Vetoes

Continuing the development of the PNED, in January, the Office of the President signed it into law, converting Bill 4513/20 into Law 14533/23, which took effect on the date of its publication, January 11, 2023. Despite the enactment, part of Article 7 and Articles 9 and 10 were vetoed in their entirety.

In short, one of the vetoes concerned the paragraph that included digital education—with a focus on digital literacy and the teaching of computer science, programming, robotics, and other digital skills—as a curricular component of elementary and high school education. The claim was that the provision contradicts Law 9,394 of 1996, which stipulates that the inclusion of new mandatory components in the National Common Core Curriculum must be approved by the National Education Council and ratified by the Minister of Education. 

The second veto was based on the claim that, in order to be included in the school curriculum, the content must be approved by the National Education Council and the Ministry of Education (MEC).

Finally, the third veto concerned the provision that the Student Financing Fund (FIES) prioritize short-term immersion programs in computer techniques and languages, which is not a priority from the federal government’s perspective. The vetoes are still awaiting consideration by the National Congress, with a hearing scheduled for March 4; they are identified as Veto No. 03/2023.

Outlook

Although the vetoes are still under review, the enactment of Law 14,533/23 is a very important milestone for the growth of digital education, particularly given its focus on digital inclusion—aimed at reaching the entire student community in a unified and balanced manner—so that we can overcome the challenge of bringing the potential of digital tools even to the most remote areas and the most disadvantaged students.

As we know, technology is evolving very rapidly, and we cannot leave education on the sidelines of the digital transformation. Tools such as the metaverse, augmented reality, and virtual reality, among others, can bring about a major and impactful evolution in education, especially if made available to the most vulnerable populations. May this new legislation serve to implement digital education and inclusion with the necessary speed for the benefit of a more inclusive, balanced, informed, and connected society.

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*This text does not necessarily reflect the opinion of Bett Brasil.