O discurso e a prática na formação de professores frente às tecnologias digitais da informação e comunicação – TDIC’S no município de Caxias - Maranhão, no pós-pandemia

Abstract

This dissertation investigates the discourse and practice in teacher training regarding the use of Digital Information and Communication Technologies (DICTs) in the basic education system of Caxias, Maranhão, in the post-pandemic period. The general objective was to analyze the discourse and practice of teachers in the public schooling system of Caxias-MA regarding the demands for the use of DICTs in the post-pandemic context. The research adopted a qualitative approach, using a case study methodology, with data production based on semi-structured interviews conducted with seven elementary school teachers and documentary analysis of official educational policies and guidelines. The results indicate that despite the discourse in favor of integrating DICTs into pedagogical practices, there is a mismatch between the training offered to teachers and the actual demands of the educational environment. The main challenges identified include the lack of continuous training, limited access to adequate technological infrastructure, and some resistance among teachers to adopt innovative methodologies. As an applied product, the study proposed the creation of a repository website for continuous teacher training, providing educational materials, videos, and articles on the pedagogical use of DICTs. The research highlights the importance of public policies that ensure technical support, structured teacher education, and the development of innovative pedagogical strategies for the effective integration of digital technologies into public education.