Análise dos usos das tecnologias digitais contemporâneas e os desafios dos professores das escolas públicas do Tocantins

Abstract

The advancement of Digital Information and Communication Technologies (DIT) is reshaping the way people perceive the world, society, cultures and human interactions. In 2020, the COVID-19 pandemic posed an unprecedented challenge for educational institutions, requiring rapid adaptation of strategies, acquisition of new skills and appreciation of teaching work. Digital inclusion has become crucial, whether as a means of social integration, a pedagogical tool or an extension of students' family lives. Despite the potential of digital technologies to improve learning, many teachers face difficulties integrating them into everyday school life. In the Northern Region of Brazil, particularly in the State of Tocantins, there is little research on public policies related to the insertion of contemporary digital technologies and the challenges faced by teachers in public schools. The study aimed to investigate the challenges faced by teachers in the Northern Region of Brazil when incorporating Contemporary Digital Technologies in 2018 and 2020, especially during the implementation of emergency remote teaching. To this end, descriptive analytical qualitative research was carried out. Articles were selected from the CAPES journal platform between 2010 and 2020, based on data descriptors and exclusion and inclusion criteria. The research was complemented with a documentary search in the database of the Center for Studies on Information and Communication Technologies (CETIC) for the years 2018 and 2020. The narrative review highlighted a significant gap in the literature that comprehensively addresses the contemporary challenges faced by teachers in relation to information technologies in the North Region. This underlines the urgent need for more detailed and targeted research in this area. When analyzing CETIC's F2 and CO2 indicators, first-order barriers were identified, such as the lack of resources such as computers, internet access, time constraints and lack of institutional support. These results indicate that the infrastructure of schools in the North Region was not prepared to meet technological demands, even before the pandemic in 2018. Furthermore, a lack of preparation among teachers in relation to the use of technology in the teaching-learning process was observed. . While first-order barriers represent a fundamental challenge, second-order barriers, related to teachers' beliefs, are even deeper and more entrenched. The CETIC research data corroborates the reality presented in the narrative review, reinforcing the urgency of training and continuous development of teachers, together with the support of educational institutions. Therefore, it is crucial to implement a training and continuous development program for teachers, aligned with institutional support, to overcome the identified challenges and promote an effective integration of digital technologies in the educational context of the Northern Region. This requires a collective commitment from educational institutions, government bodies and the educational community as a whole.