SCHOOL CURRICULUM AND TECHNOLOGICAL RESISTANCE

Abstract

This study addressed the resistance of teachers to the integration of Information and Communication Technologies (ICTs) into the school curriculum. The central research problem was to identify the factors that trigger this resistance and how these factors influence teaching practices. The general objective was to analyze the factors that hinder ICT adoption by teachers, focusing on continuous training and school infrastructure conditions. The research was conducted through a bibliographic methodology, involving the analysis of articles, books, and other academic publications on the subject. During the development, it was identified that teachers' resistance is mainly influenced by lack of proper training, inadequate school infrastructure, and pressure for academic results. The final considerations highlighted that resistance is a multifaceted phenomenon, requiring a holistic approach to overcome the identified challenges, with emphasis on teacher training and institutional support. The research contributed to the understanding of the main obstacles faced by teachers and suggested the implementation of educational policies that effectively and sustainably integrate ICTs. Further studies on the subject are recommended to deepen the understanding of resistance in different educational contexts.