Tecnologias digitais na educação : práticas docentes no período da pandemia da COVID-19 no ensino fundamental em uma escola da rede pública municipal

Abstract

This dissertation is validated in the field of research on the use of Digital Technologies in the context of Emergency Remote Teaching during the Covid-19 pandemic, on teaching practices in an elementary school in the interior of Ceará. The investigative paths followed the methodological paths of exploratory qualitative research, with the general objective of analyzing the teaching practices that were explored in classes for the Initial Years of Elementary Education at public schools in the context of the pandemic caused by Covid-19. The research corpus was constructed through semi-structured interviews with 10 early years teachers at an elementary school and was analyzed based on the Content Analysis methodology proposed by Bardin (2016). Three categories emerged from the data analyses. The first category concerns the use of digital resources in the classroom prior to the pandemic, from which a subcategory emerged, focusing on the challenges encountered by early career teachers during the pandemic: lessons learned and innovative approaches. The second category focuses on the transition from in-person teaching to emergency remote teaching and three distinct subcategories emerged from it: technological difficulties, including connectivity problems and shortages of electronic devices; the use of digital technologies in emergency remote teaching; and the methods by which teachers acquired knowledge about these digital technologies. Finally, the third category explores teaching practices in the post-pandemic period, focusing on continuous training related to Digital Technologies, and from which a subcategory could be found within this domain, which consisted of teachers' self-knowledge and professional transformation, reflecting on what was learned during the pandemic and how this will influence their teaching practices. In this path, it is understood that teaching practices linked to digital technologies involve the constant improvement of teachers, public policies, analysis of practice and sharing of experiences. Exposure to these technologies promotes changes in the perception of the role of teachers and students, integrating them as active agents in teaching and learning. The results of this research revealed that the strategies implemented by the State to deal with emergency remote teaching during the Covid-19 pandemic encountered many challenges, but also had a significant impact on teaching practices with the help of digital technologies. However, the process of training teachers to use these technologies was not limited to training in the use of specific software. One of the main challenges was to encourage a more active stance on the part of teachers, who began to act as knowledge mediators, prioritizing the placement of students at the center of the learning process and encouraging their active participation in activities. This aspect highlighted the importance not only of using digital technologies in themselves, but also of changing the pedagogical paradigm for an effective integration of these technologies in the educational environment. The investigation is linked to the project "Prat-Edu - Online Educational Practices: challenges and connections", which focuses on analyzing different practices with the presence of digital technologies in times of pandemic. [resumo fornecido pelo autor]