Formação continuada de professores para o uso das tecnologias digitais no trabalho docente: desafios e possibilidades

Abstract

This study investigates the continuing education of teachers for the use of digital technologies in teaching, focusing on public policies implemented in a municipality in the state of Minas Gerais, Brazil. The research emerged from the author's experience as a teacher during the COVID-19 pandemic, a period in which the adoption of digital technologies became essential to ensure the continuity of education. The central objective was to analyze, from the perspective of early childhood and primary school teachers, how public policies can be structured to promote continuing education in the use of digital technologies in teaching. The research adopted a qualitative approach, combining theoretical analysis and field research. A literature review on continuing teacher education and an exploratory study of municipal training policies were conducted. Additionally, a questionnaire with open- and closed-ended questions was applied to 57 teachers, representing 83.8% of the total municipal teaching staff. Data analysis revealed that, although the integration of digital technologies has led to methodological advances and greater collaboration among teachers, challenges remain regarding infrastructure, equity in access to technological resources, and the need for structured and accessible continuing education programs. The results demonstrate that continuing education plays a fundamental role in improving teaching practices with digital technologies. Based on teachers' perceptions, a specific training workshop for the use of these technologies was proposed, aligned with the identified needs and aimed at enhancing innovation in education. The study contributes to strengthening public policies for teacher training, providing insights for the development of more inclusive, dynamic, and adaptable pedagogical practices to meet contemporary educational demands.