Dificuldades dos docentes com as tecnologias digitais e reinvenção de suas práticas no ensino superior durante a pandemia do Covid-19

Abstract

Introduction: during the COVID-19 pandemic, educators faced various challenges in dealing with digital technologies and had to reinvent their teaching practices in higher education. These difficulties included the sudden transition to remote teaching, adaptation to online platforms and tools, lack of adequate technological infrastructure, the need to acquire new digital skills, and the challenge of maintaining student engagement at a distance. Objective: to characterize the scientific evidence regarding the difficulties in teaching practices and their reinventions through digital technologies, through a systematic mapping. Methodology: in articles 1 and 2, a systematic and descriptive mapping of a qualitative nature was employed. Article 1 aimed to identify the difficulties faced by educators with digital technologies during the pandemic, while Article 2 focused on the reinventions of teaching practices. In Article 3, a virtual ethnography was conducted, a descriptive, exploratory, original, primary-source, and qualitative research, on the video-sharing platform YouTube. In the product's context, the thematic categories that emerged were systematically organized, resulting in an educational material in the form of a support text. The chapters in this text provide a detailed analysis of the challenges and adaptations faced by educators. Results and Discussion: the difficulties and reinventions of educators were traced in the results of 62 scientific articles and the transcriptions of 20 videos to generate thematic categories using ChatGPT, version 4.0, based on Bardin's content analysis. Overcoming challenges in handling digital technologies in a challenging scenario proved to be an impactful yet revealing process with transformative potential. This process underscored educators' resilience, indicating a perspective for a more dynamic and contemporary educational future. The reinvention of teaching practices went beyond mere adaptation to the digital environment. The classroom evolved from a unidirectional space to a collaborative and interactive environment, even in the virtual context. Teaching practices assumed a new perspective, emphasizing flexibility, inclusion, and the harmonious integration of technology and the humanization of education. Conclusion: The difficulties faced by educators in dealing with digital technologies in a challenging scenario were a process that, while impactful, revealed transformative potential, highlighting educators' resilience and pointing towards a more dynamic and contemporary educational future. The reinvention of teaching practices extended beyond adapting to the digital medium. The classroom ceased to be a unidirectional space and became a collaborative and interactive environment, even in a virtual context, with teaching practices embedded in a new perspective that values flexibility, inclusion, and the harmonious fusion of technology and the humanization of education. It is anticipated that, based on this research, the Professional Master's Program in Health Education, to which the researchers are affiliated, will continue on-site research, considering the possibility of implementing pedagogical training in Digital Technologies and Communications. This effort aims to reduce the digital literacy gaps for both educators and students, transforming these tools into everyday pedagogical instruments. Thus, the goal is to contribute to the improvement and enhancement of teaching and learning processes, making them innovative and appealing.