Entre desafios e conexões digitais: o uso do diário digital no contexto escolar amazônico

Abstract

The integration of digital technologies into educational systems has brought about significant changes in schools' pedagogical and administrative processes, particularly in contexts marked by infrastructure and connectivity challenges, such as those found in the Brazilian Amazon. In this scenario, the general objective of this study was to analyze the difficulties teachers faced when using the digital gradebook at a school in the Amazon region, considering the roles played by pedagogical support staff and school management in the process of introducing digital technologies into the educational setting. Specifically, the study sought to identify the main challenges teachers encountered in using the digital gradebook; describe the actions taken by pedagogical support staff and school management to provide support, guidance, and monitoring for teachers; and understand teachers' perceptions regarding the tool's contributions to school communication, the monitoring of student performance, and the organization of administrative tasks. The discussion was grounded in the contributions of Kenski (2016), Moran (2018), Lévy (1999), Castells (2016), Libâneo (2013), and Silva (2024). This qualitative, exploratory, and descriptive study was conducted at a municipal school in Tabatinga, Amazonas, involving five teachers, a pedagogical support professional, a school administrator, and a representative from the Municipal Department of Education. Data were gathered through open-ended questionnaires, document analysis, and an examination of the virtual environment of the *Ergon Sistemas* (School Management Software) platform used by the school district. Analysis was performed using triangulation, based on the work of Marcondes and Brisola (2014). The results highlighted challenges related to internet instability, technological infrastructure limitations, and the need for ongoing professional development. Contributions of the digital gradebook were also identified regarding the organization of school records, the monitoring of student learning, communication between school departments, and the management of educational information. It is concluded that the effectiveness of the tool depends on investments in infrastructure, connectivity, institutional support, and continuous training, especially in Amazonian contexts marked by territorial and structural inequalities.