Estratégias pedagógicas de professores e monitores dos anos finais do ensino fundamental na cultura digital: estudo de caso do Programa de Promoção da Equidade Educacional no município de São Sebastião, Alagoas.

Abstract

This thesis focused on the Educational Equity Promotion Program (EEPP) implemented to reduce educational inequalities among students in public schools in the final years of elementary education in the municipality of São Sebastião, Alagoas. In this context, the study investigated how does the EEPP promotes the development of pedagogical strategies by teachers and monitors within the framework of Digital Culture to reduce educational inequalities among students in the final years of Elementary Education. The general objective was to analyze how the pedagogical strategies of teachers and monitors in the digital culture context contribute to reducing educational inequalities within the scope of the mentioned program. The specific objectives were: to review the activities described by the monitors in their field diaries and code the pedagogical strategies for promoting educational equity; to identify the levels of digital competence of teachers and monitors in the final years of elementary education within the digital culture; and to understand the perceptions of teachers and monitors regarding practices for inclusion and equity in education. To achieve the proposed objectives, a qualitative research approach was adopted, using the Case Study method, involving 63 teachers from various subject areas and 18 monitors working in five public schools. Data collection procedures included monitor field diaries and questionnaires. Content analysis was used as the technique for categorizing and interpreting the data, supported by the JASP and Atlas.ti software. The results revealed thirteen pedagogical strategies adopted by participants to promote educational equity, organized into six categories: collaboration and social interaction; development of literacy and authorship; development of critical thinking; incorporation of digital artifacts; playfulness; and personalized learning. It was found that teachers and monitors demonstrated basic levels of digital competence and acknowledged the need to improve the strategies used to meet students' specific needs. The study showed that the adoption of pedagogical strategies contributes to reducing educational inequalities. However, it highlights the need for continued investment in teacher training for the development of digital competences, improvements in technological infrastructure, and pedagogical support for planning and implementing actions that support and monitor students facing learning difficulties.