Abstract
In public education in Brazil, the technology for teaching practice has been guided by the Department of Distance Education of the Ministry of Education, through the National Program of Educational Technology (ProInfo). The project aims to promote the pedagogical use of new information and communication technologies, equipping public schools of primary and secondary schools with computers and promoting training for educators. The purpose of this paper is to study the process of digital literacy in elementary and secondary education in public schools in Brazil, with special attention to the opportunities and limits of ProInfo. As an education policy grounded in a clothing technology, we expect a possible increment of participation in the collaborative construction of knowledge, a citizen's most literate, compared to the needs of digital democracy. So, as much as new technologies offer opportunities for participation in the political and pedagogical practices in education, such opportunities will be seized if there is possibly a perspective direction in public policy as ProInfo, willing (or forced) to combine education and policy.
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