Tecnologias digitais: um estudo sobre o impacto das TDIC’S na Prática docente em uma escola estadual de Santarém/PA

Abstract

Didactic-pedagogical resources are fundamental, as in addition to acting as intermediaries in teaching work, they also facilitate the teaching-learning process by mediating the relationship between teachers, students and the content to be transmitted. With the advent of Digital Information and Communication Technologies (TDIC) in education, their use as a pedagogical resource has become loudly present, since in addition to entering school spaces through the agents that make up teaching, they are also expressed in almost all aspects of modern life, transforming societies, cultures and social relations, changing the way in which teaching is instituted. Considering the above, this article aims to analyze how TDICs impacted teaching work in a state school in the municipality of Santarém/PA, by seeking to answer the problem: how did digital technologies, as a pedagogical resource, impact the pedagogical practice of basic education teachers? The theoretical assumptions of the research are based on the authors Candau (1979), Kenski (2007) and Santos, Cazuza and Aleixo (2023), scholars who raise pertinent discussions about the complex process of integrating digital technologies into teaching work. The methodological procedures are guided by the qualitative approach, with the research subjects being eleven teachers who work in basic education at a state school in the municipality of Santarém. The data obtained were collected in the form of an open questionnaire that was interpreted using the Content Analysis technique. The results point to the need to reflect on the adoption of technological resources in school education, since, even presenting positive impacts in the research locus, it still lacks significant resources and investments that, therefore, influence the performance, practice and behavior of educators and students in the face of challenges that include infrastructure and resources, teacher training, teaching-learning and poor technology management. This analysis allows teachers to conduct teaching in a more objective manner, since it is not just a matter of integrating them into daily pedagogical practice; without critical discernment of the social and material conditions that hinder teaching practice, technologies are emptied of intentionality, it is “doing for the sake of doing” without an educational purpose. Fair integration implies overcoming inequalities and continuous training that encompasses existing social potential and demands, from society to school, and from school to its agents.