Perspectivas e desafios da formação docente com o uso pedagógico das tecnologias digitais: um estudo de caso em uma escola da Rede Municipal de Belo Horizonte

Abstract

This dissertation proposes an analysis of the work and perceptions of seven teachers in the final years of elementary school at the Milton Campos Municipal School in Belo Horizonte/MG, regarding the use of Digital Technologies (DT), especially the tablets provided by the public school system, in their pedagogical practices. To construct the theoretical framework, the concepts of Digital Technologies, teaching work, and teacher training were studied. To conceptualize the term Digital Technologies and understand its relationship with society and education, authors such as Imbernón (2010), Castells (1999), and Almeida and Valente (2005) were referenced. To understand teaching work, the works of Lemos, Cavalcante, and Motta (2018), Sancho (2006), Saviani (1994), and Oliveira (2020) were considered. Regarding teacher training, I drew upon the reflections of Libâneo (2015), Silva (2018), and Gonçalves, Mota, and Anadon (2020). The research is characterized as a case study, with a qualitative and descriptive approach, with data collection carried out through observation, questionnaires, practical workshops in two groups, and semi-structured interviews, which supported an analysis in six thematic axes related to access, use, and management of digital technologies, teacher training, and working conditions. During the investigation, a proposal was made for the collective development of a Pedagogical Project focused on the use of Digital Technologies in schools, through a document shared with the participating teachers. The research revealed that, although teachers recognize the potential of digital technologies to enhance the teaching and learning process, challenges persist related to continuing education, infrastructure, planning time, and available technical support, which directly impacts the possibilities for critical and creative appropriation of digital technologies in daily school life. As a practical contribution, the research proposed reflections on the integration of digital technologies into teaching work in a critical and contextualized way, engaging with contemporary training demands and the challenges experienced in public schools.