This research deals with the marks of coloniality contained in the discourses of documents that are part of the policy of inserting Digital Information and Communication Technologies (DICT) in basic education, contained in three documents, two from the Ministry of Education and one from the Ministry of Science and Technology, respectively: National Educational Technology Program - Proinfo (1997), Base Project One Computer Per Student - Prouca (2007) and the publication of the Ministry of Science and Technology called Information Society in Brazil - Green Book (2000). The work is theoretically based on French Discourse Analysis - AD Pêcheux (2008, 2014b, 2014a) and Orlandi (2008, 2012, 2013) in dialog with Latin American Post-Colonial Studies (MIGNOLO, 2008; QUIJANO, 2005; WALSH, 2008). We focus on this relationship because we understand that the marks of colonization are reissued and present in the aforementioned documents, acting directly on the objectives incorporated by the Informatics in Education Policy.