Narrativas reflexivas de professores e os saberes digitais docentes: um estudo de caso em escolas de Santana do Ipanema

Abstract

This study addresses the ongoing transformations emanating from contemporary society related to teaching knowledge and the teaching and learning process, as well as the provocations and insertions of Digital Information and Communication Technologies in education. Its objective is to understand, through the reflective narratives of teachers, how digital knowledge is being introduced into pedagogical practices, whether there are difficulties in acquiring this knowledge, how it is intertwined in the applicability of knowledge objects, as well as to understand whether the use of technological artifacts contributes to the ways of studying and teaching in the current context intoxicated by digital culture. Thus, in order to understand the new demands of education today, we sought to investigate what teachers know about the use of Digital Technologies and their benefits in pedagogical practice? The methodology is based on qualitative research, with the case study method, which seeks to record digital knowledge through the reflective narratives of teachers, based on two instruments for data collection (online questionnaire and interview). The research subjects were 30 (thirty) teachers from two schools in the Municipal Public School System from Santana do Ipanema who work in Elementary Education (primary and secondary). However, the results indicate, among other issues, that teachers not only learned to use technological resources in the context of the COVID-19 pandemic, but also continue to use these artifacts in their daily pedagogical practices.