Recursos tecnológicos digitais nas unidades escolares públicas de ensino fundamental I do município de Leme/SP

Abstract

Aligned with the field of Digital Technologies (DTs) in the school context, this study aims to analyze aspects of the implementation of digital technological resources in municipal public elementary schools (Grades 1–5 in the Brazilian education system) in Leme, São Paulo, Brazil. Adopting a qualitative approach and drawing on content analysis (Bardin, 1977), the study is based on data collected through an online questionnaire and semi-structured interviews, with the participation of 38 educators. This research is based on contributions from scholars in teacher training and digital technologies, considering not only the characteristics and possibilities of digital technologies in the educational field, but also their non-neutral nature.The findings indicate that, although the municipality provides equipment and resources and considers robotics classes as a possible means of incorporating DTs into educational practices, approaches that promote their integrated use across the curriculum and that could foster substantial transformations in the teaching and learning process are scarcely emphasized or virtually absent in schools and across the municipal school system. It is argued that such uses need to be further supported, encouraged, and developed considering their pedagogical potential, as most of the practices identified in the municipality tend to emphasize playful uses or the “digitalization” of content, rather than approaches that promote knowledge construction and expansion. Thus, this study proposes TPACK (Koehler & Mishra, 2006) as a relevant model to be considered in teacher education. In this regard, it is essential for the municipality to rethink public policies aimed at the implementation of DTs in education, considering their political, social, structural, epistemological, and educational dimensions. This would enable, across the school system, greater recognition and valuing of professionals, relationships, and practices within the educational context, thereby fostering a truly transformative education.