Desafios dos professores no uso de tecnologias digitais de comunicação e informação nos anos iniciais do ensino fundamental em uma escola municipal da zona rural

Abstract

In a context where technology has become indispensable in many spheres of our lives, including education, this study is based on the premise that the integration of Digital Information and Communication Technologies (DICTs) into pedagogical practices is important, but faces some challenges, especially in areas far from urban centers. Therefore, the overall objective of this study was to analyze the use of DICTs by elementary school teachers in a rural municipal school located on BR-174. The research methodology, exploratory and qualitative in nature, used the phenomenological method. Semi-structured questionnaires were administered via Google Forms after a focus group meeting. The participants were teachers from grades 1 to 5 of elementary school. The research site, authorized with the consent of SEMED, is a municipal school located on BR-174. Data were analyzed using content analysis. The results reveal that all teachers use ICTs in their classes. Most respondents use them weekly in their classes. However, several challenges were encountered, such as a lack of ongoing training, inadequate infrastructure, and unstable internet connections. Even so, teachers demonstrated persistence in using these tools and innovating their teaching practices (even without the support they should have). The study also showed that Brazilian educational legislation provides for measures aimed at ensuring internet access in schools and ongoing training courses for teachers. However, it raises questions about why these proposals do not reach rural schools with the desired frequency. Thus, the study highlighted the urgent need for public investment in technological infrastructure and teacher training, and suggested requesting government action to ensure effective enforcement of the laws. Keywords: ICT; Road Zone; Rural School; Technology; Education.