Vivências docentes em tecnologias digitais educacionais em tempos de distanciamento social em um colégio de aplicação de educação básica

Abstract

As a result of the SARS-CoV-2 pandemic, several educational institutions migrated, as a matter of urgency, from presential to non-presential teaching, allowing a new redefinition of digital technologies usability in Education. This study sought to understand how digital technological experiences took place in a Federal Elementary School during the pandemic moment, from teachers’ perspectives. Methodologically, the study analyzed qualitatively and explanatorily data collected from nineteen teachers’ answers from different subjects taken from a questionnaire made in Google Forms. In general, teachers believed that the pandemic situation accelerated the digital technologies insertion in Education, however, without the due reflection. It observed that technology experience ended up qualifying teachers during their own practice, as well as enhancing their qualification perceptions. Finally, this present article shows, in the final considerations, ways to raise new research fronts about this exposed topic.