Ferramentas tecnológicas na educação básica: perspectivas e desafios no aporte pedagógico dos professores

Abstract

Technologies have been present in the educational field for some time, but their use is restricted. However, with the COVID-19 Pandemic, the need arose to use them to continue work in a hybrid way, requiring adaptation to this new work model. From this perspective, this dissertation of the Master's Degree in Education is linked to Research Line 2 (LP2): Public Educational Policies, Educational Practices and their Interfaces of the Postgraduate Program in Education (PPGE) of the Federal University of Santa Maria (UFSM). The study sought to answer how Basic Education teachers are making use of the technological tools offered by the school or maintainer, after the return of face-to-face classes, in the development of their classes. The investigation had as its locus the Olavo Bilac State Institute of Education, located in Santa Maria, RS, with the target audience of 08 teachers who experienced/experience this reality. Based on the question, the study's general objective is to analyze the incorporation of educational technologies used by teachers at the school in question during the pandemic period and their continuity upon returning to in-person classes. The research is justified by the researcher's finding that the use of Google Meet, Google Classroom, and other educational platforms represent important resources for pedagogical support, which began during the distancing and continues during the return to in-person classes. As a methodological procedure, this is a case study with teachers who work in basic education at the aforementioned school, and how they use technological devices in their daily lives. This allows for a more in-depth investigation into the work of these professionals, especially the challenges faced in adapting these resources and after returning to in-person classes in the school environment. The study is also based on the analysis of Bardin (2016), among other authors covered in the bibliographic review. Based on the analysis of the questionnaires, it was identified that, during the pandemic period, basic education faced unprecedented challenges, which led to the accelerated adoption of Information and Communication Technologies (ICT) by teachers.The lack of familiarity with digital tools, technical difficulties, and the need to adapt content to the online format were significant obstacles. In addition, the inequality in students' access to technology exacerbated teaching difficulties, requiring greater flexibility and creativity from teachers to ensure that all students are included in the learning process. With the return of in-person classes, the continued use of ICT has been a central issue. Many teachers have realized the benefits of these technologies for teaching, such as the possibility of diversifying pedagogical activities and increasing student engagement. Thus, even with the return to the physical environment, ICT continues to be used as complementary tools, enriching pedagogical practices and enabling a diversified education. Thus, the experience lived during the pandemic caused a significant transformation in the way ICT is viewed and used at the Olavo Bilac Institute of Education, and they are currently an input in the planning and execution of classes.