A reconfiguração do trabalho docente frente à cultura digital: uma análise de escolas públicas municipais de ensino fundamental

Abstract

This study investigated the challenges faced by public school teachers in Belo Horizonte after the pandemic period, particularly regarding the use of technological resources. The general objective was to analyze the impact of digital culture on the work of early years elementary school teachers in the Belo Horizonte municipal public school system, with a focus on the use of Digital Information and Communication Technologies. The specific objectives were: to investigate the influence of Digital Culture on the work of early years teachers; to understand teachers’ perceptions of their pedagogical work in the context of digital culture, especially in relation to the use of Digital Information and Communication Technologies; and to identify the challenges, limitations, and possibilities of digital culture in the work of early years teachers in the municipal public school system of BH in the post-pandemic period. Three instruments were used for data collection: a questionnaire, interviews, and a field diary. The questionnaire was answered by 33 teachers from the municipal public elementary school system of Belo Horizonte/MG. Out of these, 15 teachers agreed to participate in semi-structured interviews, allowing for a deeper investigation into pedagogical practices and a better understanding of digital culture in the context of emergency remote teaching during the post-pandemic period. For data analysis, Bardin’s content analysis method (2016) was used. The analysis of the questionnaires revealed three categories: Experiences acquired during the Emergency Remote Teaching and Post-Pandemic period, Digital Literacy and Digital Culture, and Teaching Work and its Competencies. In the analysis of the interviews, four categories emerged: Impacts of ERT and the post-pandemic period, use of technological tools in pedagogical practice, Digital Competence, and Integration of digital culture into teaching. Regarding the difficulties faced, teachers reported challenges related to digital literacy, technological adaptation, and lack of adequate infrastructure. However, positive aspects were also identified, such as the opportunity to explore new technological tools that can foster greater student autonomy in the learning process, and the satisfaction of teachers in realizing that digital culture is characterized by the continuous innovation of knowledge and learning, as well as by its dialogue with pre-existing popular culture, encouraging new forms of social interaction and knowledge production.