OS IMPACTOS DAS TECNOLOGIAS DIGITAIS NAS PRÁTICAS PEDAGÓGICAS DOCENTES NO PERÍODO PÓS-PANDEMIA

• Autor(a) principal: Silva, Glaucia Suzana Fener da
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1241
• topic: Ensino. Tecnologia digital. Escola. Formação de professores. Covid-19.; Teaching. Digital Technology. School. Teacher training. Covid-19.; Humanidades e Linguagens

This study is linked to the Master's in Teaching Humanities and Languages at Franciscan University, specifically in the line of research on Teaching and Teaching Practices. It stems from the following question: what changes persist (or not) in the pedagogical practices of teachers working in basic education in the post-pandemic period, in terms of the use of digital technologies and teaching methodologies? Through the general objective, the aim was to analyze what changes persist (or not) in the pedagogical practices of teachers working in basic education in the post pandemic period, in terms of methodologies and the use of digital technologies. Specific objectives were established as follows: identify which digital technological resources have been consolidated in the post-pandemic educational context of Covid 19; understand whether continuing education for teachers has been significant support (or not) for the insertion and maintenance of digital technologies in schools upon the return to face-to-face teaching, and investigate how pedagogical practices have been altered in this return from the teachers' perspective. With a qualitative-quantitative phenomenological and exploratory methodological approach, data generated from an online questionnaire, answered by 71 participants, were analyzed. To better understand the data, four semi-structured interviews were conducted with teachers who responded to the questionnaire. Through the voices of these four educators, their understandings regarding the integration of digital technologies into pedagogical practices in face-to-face teaching post-Covid-19 pandemic were highlighted. Five elements were identified that demonstrate the advantages of integrating digital technologies into pedagogical practices: digital inclusion of students, increased student participation, the opportunity for the development of playful activities, the possibility of teaching focused on student protagonism, and the prospect of advancement in learning. The research concludes that the integration of digital technologies in face-to-face teaching has strengthened in the pedagogical practices of teachers who worked during the pandemic. This is explained by the fact that, despite existing weaknesses, the advantages of a change in pedagogical practices, geared towards contemporary teaching where the student becomes the protagonist of their learning, are necessary.