Formação de professores em tecnologias educacionais: contributo para um modelo de formação continuada na rede estadual de ensino do Rio Grande do Norte

Abstract

Continuing teacher education plays a relevant role in the quality of education, given the changes occurring in society, particularly in schools, it has become essential to prepare basic education teachers to take on the challenge of integrating digital technologies into the teaching and learning processes. In this context, a research study was conducted in the area of continuing teacher education in educational technologies, focused on the public education network of the state of Rio Grande do Norte. The research aimed to outline a model of continuing teacher education for the integration of educational technologies in the state education network of Rio Grande do Norte. Methodologically, a quantitative and qualitative case study approach was used, employing techniques such as bibliographic research, documentary analysis, interviews, and questionnaires. Academic works (dissertations and theses) related to continuing teacher education in educational technologies developed in higher education institutions in Rio Grande do Norte, as well as documents (plans, regulations, and guidelines) concerning public policies for continuing teacher education, were analyzed. The six interview participants had experience as teacher trainers in the Educational Technology Centers (NTE) and/or in the management of state teacher education programs. Ten representatives from the Educational Technology Centers collaborated through questionnaires, which allowed understanding the resources, methods, and activities aimed at teacher education in educational technologies. The findings revealed that (i) continuing teacher education should be structured with a focus on various dimensions to ensure its effectiveness, generating positive and long-lasting impacts on teachers' work; (ii) public policies for continuing teacher education in educational technologies present program discontinuity, weaknesses in investment, lack of coordination in continuing teacher education, and issues with technological equipment updates; and (iii) the main determining factors for the success of continuing education are investment in training, strategic planning and vision of educational managers, clear role definition and coordination among training structures, access to technological means and infrastructure, continuity of training programs, pedagogical knowledge in content, didactic training on technology use, and qualification of trainers. Regarding continuing teacher education in educational technologies in the state of Rio Grande do Norte, there is a predominance of courses promoted by research coordinators, absence of integrated and structured training plans by public bodies, problems with the quality of technological equipment available in schools and NTEs, and lack of systematic procedures for managing training processes. Records were identified regarding the availability, effort, preparation, and creativity of the teacher-trainers from the NTEs, reinforcing the role of this structure in the state policy of continuing teacher education. In light of the analyzed scenario, a state model for continuing teacher education in educational technologies was proposed based on eight assumptions: training culture, pedagogical innovation, support and monitoring, quality assessment, institutional support, committed leadership, strategic planning, and resources and infrastructure.