THE DIFFICULTIES OF ELEMENTARY EDUCATION TEACHERS IN REGARDING THE USE OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES: A POST-PANDEMIC CASE STUDY AT THE DAMÁSIO MUNICIPAL SCHOOL BARBOSA DA FRANCA, JOÃO PESSOA - BRASIL, 2024

Abstract

This master's thesis aims to investigate the difficulties faced by elementary school teachers in using Digital Information and Communication Technologies (DICTs) at the Damásio Barbosa da Franca Municipal School, located in João Pessoa, Brazil, in a post-pandemic context. The COVID-19 pandemic brought significant changes to the educational landscape, driving the accelerated adoption of DICTs in the teaching-learning process. However, this rapid transition also revealed various challenges for teachers, particularly regarding the adaptation to new technological tools and the effective integration of DICTs into their pedagogical practices. In light of this, the study aims to analyze the main barriers faced by teachers and identify the training and support needs that could contribute to more efficient use of technologies in the classroom. The research methodology is characterized by a mixed-method approach, combining qualitative and quantitative approaches. The theoretical foundation was built through a literature review addressing the importance of DICTs in education, the transformations that occurred during the pandemic and post-pandemic period, and public policies aimed at teacher training in the use of these technologies. In addition, a case study was conducted at the Damásio Barbosa da Franca Municipal School, where a structured questionnaire was used as a data collection instrument, administered to teachers via Google Forms. Thus, the qualitative data from the literature review were integrated with the quantitative data obtained through the questionnaires, providing a comprehensive analysis of the investigated topic. The results revealed that, while most teachers recognize the importance of DICTs for the modernization and enhancement of pedagogical practices, many still face significant obstacles, such as the lack of adequate ongoing training, insufficient technological infrastructure, and resistance to methodological changes. Data analysis suggests an urgent need for initiatives that promote continuous teacher training, focusing on digital skills and active teaching methodologies. The study highlights the importance of a more collaborative and interactive approach to professional development, involving managers, trainers, and educational technology specialists. It concludes that for effective DICT integration in education, continuous investment in teacher training, technological infrastructure, and technical support is essential, alongside building a school culture that values innovation and the conscious, critical use of digital technologies. In this way, this research contributes to understanding the difficulties and needs of elementary school teachers in a post-pandemic scenario, providing insights for the development of educational policies and school practices aimed at digital inclusion and improving the quality of basic education in Brazil.