Capital digital e trabalho docente: desafios das práticas pedagógicas desenvolvidas nas escolas em tempo integral da rede pública de ensino de Alagoas

Abstract

This research has DIGITAL CAPITAL AND TEACHING WORK as its object of study: challenges of pedagogical practices developed in full-time schools in the public education network of Alagoas. For this, we discuss the concept of digital capital, based on the theoretical studies of Bourdieu (1986), in defending that the social structure is like a system built from generation to generation, determined by funeral relationships (financial capital), by the relationships experienced (privilege) and cultural relations (education). The general objective was to investigate the relationship between teachers of full-time schools in the state education network and digital capital in relation to pedagogical practices in the policy of full-time schools in the public education network in Alagoas. We assume the critical historical conception as a method throughout the investigative process, since it enables the understanding of the formation of the social critical being and helps to build scientific knowledge. In this, it contributes to the unveiling of the pedagogical conceptions of Saviani (2005, 2007), Kuenzer (2000). The categories digital technologies and teaching work are central to a better understanding of the theme. The first has an access to technology character: Moran (2012, 2017, 2019), Valente (2002, 2019), Mercado (2018, 2020), Cortoni and Perovic (2020); the second from a pedagogical perspective: Behrens (2000, 2009), Tardif (2007), Oliveira (2012), Thompson (1997). The research has a quantitative and qualitative approach, considering the digital pedagogical materials made available, the theoretical-methodological and procedural references in the field of data collection, document analysis and application of a questionnaire with full-time school teachers from the state network of teaching. The procedures for carrying out the aforementioned investigation comprised three phases, namely. 1) Thematic contextualization presenting the cultural capital, considerations on teaching work in the face of digital relations and a debate on pedagogical trends; 2) Alagoas Integral Education Program - trails covered on integral education in Alagoas. 3) School digital capital, perspectives of digital capital at school and systematization of the collected material with consequent statistical analysis of the collected data. We affirm that, from the appropriation of the dimensions that make up the digital capital, it is possible to enhance the access and use of digital technology in the pedagogical practice of teachers of the public teaching network of Alagoas. But it should be noted that the absence of this digital capital is a structural problem, capable of deepening social inequalities and compromising the quality education widely defended by all social actors.