This work proposes to analyze the educational technology policies Programa Nacional de Tecnologia Educacional - PROINFO (National Program for Educational Technology) and Programa um Computador por Aluno - PROUCA (Program One Computer per Student) in an interdisciplinarity dialogue. To approach programs as a policy, Ball and Bowe (1998) are used as a reference when discussing the policy cycle. Its discussed Interdisciplinarity as a pedagogical and dialogical relationship as from Fazenda (2008) in collaboration with Souza and Fazenda (2017) that relate technologies, curriculum, and interdisciplinarity. The discussion on digital inclusion as a process of appropriating digital technologies in an active, participatory, and purposeful way is contemplated by Pereira (2006) and Bonilla (2005). This research was conducted based on a documentary analysis in official documents of government programs. In addition, an electronic form was prepared and sent to two teachers from two public schools involved in these proposals. The results show that the programs under study contributed to interdisciplinary practices, so the immersion of digital technologies from an interdisciplinary perspective is done following the school's curriculum proposal, since policies are re-signified by social subjects who translate political texts in different arenas. The results show that the program proposals are conducive to the development of interdisciplinary practices, however, the gaps felt by teachers in the context of practice, echo as an unfavorable factor for the immersion of digital technologies from an interdisciplinary perspective.
