TEACHER TRAINING AND DIGITAL TECHNOLOGIES: REFLECTIONS ON PEDAGOGICAL PRACTICE IN BASIC EDUCATION

Abstract

This article presents an investigation on the perceptions of Basic Education teachers about the integration of Digital Information and Communication Technologies (DICT) in their pedagogical practices. The research is based on the observation that, although DICT offers great potential for innovation in teaching, its implementation faces several challenges. The objective is to analyze how teachers perceive these challenges; and to identify the benefits provided by digital technologies in the teaching-learning process. The research used a qualitative approach, based on interviews with a group of teachers, whose answers were analyzed through the content analysis technique. The results revealed that, despite the structural difficulties and the need for greater institutional support, teachers recognize the positive impact of DICT, especially in terms of personalization of teaching, increased student engagement and development of autonomy. It is concluded that the effective integration of DICT in the educational context depends on more effective and robust public policies, which guarantee equity in access to technologies and provide continuous and contextualized teacher training.