Integração das tecnologias digitais da informação e comunicação às práticas pedagógicas: um estudo em uma escola estadual mineira

Abstract

The presence of Digital Information and Communication Technologies (DICTs) in the educational context has been promoted by public policies and the increasing digitalization of society. However, the effective pedagogical integration of these technologies remains a challenge for numerous public educational institutions in Brazil. In this regard, this dissertation aimed to investigate the integration and use of DICTs by teachers and students at Escola Estadual Albano Pires, as well as to identify challenges, potentialities, and conditions for strengthening a digital culture integrated in the teaching-learning process. This research adopted a qualitative approach and was conducted in three stages: (1) document analysis of institutional records and current educational legislation; (2) a literature review based on authors such as Castells, Valente, Moran, and Tardif; and (3) field research, involving the conduction of surveys to 8th and 9th-grade students and discussion groups with the school's teachers. Data were analyzed using Bardin’s content analysis technique. The results showed that the school is equipped with technological resources and that both teachers and students recognize the importance of DICTs for the teaching-learning process. Nevertheless, it was found that their use is sporadic, predominantly instrumental, and lacks systematization; shortcomings were identified regarding teacher professional development, student digital literacy, and the absence of institutional mechanisms for planning and monitoring the pedagogical use of these technologies. Based on the findings, an Educational Action Plan (EAP) was developed, structured around four strategic axes: sharing research results, teacher professional development, development of the "Digital Student" Project, and monitoring actions aimed at consolidating a digital culture within the school. It is expected that the proposed actions will contribute to strengthening the pedagogical integration of DICTs, promoting educational practices aligned with the demands of contemporary education.