ABSTRACT
Brazilian schools reveal the contradictions of educational policies that oscillate between the notion that technologies can solve many problems related to education quality and the challenge of providing such technologies and adequate structure to more than 270,000 schools. Data collected by the Regional Center for Studies on the Development of the Information Society (Cetic.br) investigated the risks and opportunities of children’s interactions with technologies, calling attention to a need for analysis of the context surrounding technology use in schools beyond the devices themselves, while considering the concept of education that Brazil hopes to achieve.
