Cultura digital e educação supeiror: a percepção dos docentes da universidade estadual do oeste do paraná sobre a utilização de tecnologias digitais de informação e comunicação durante o ensino remoto emergencial

Abstract

Culture, as a set of habits and values of a society, was significantly influenced by information and communication technologies (ICT) and digital information and communication technologies (TDIC) that were developed from the 1970s onwards. These technologies had an even greater role during the covid-19 pandemic between the years 2020, 2021 and 2022. In this context, to contain the proliferation of the virus, face-to-face interactions were limited to avoid contagion of the disease, and TDIC began to mediate even more in most relationships, impacting the most diverse aspects of everyday life, including education. Educational institutions - schools, colleges and higher education institutions - have largely developed, in an emergency way, a transposition of face-to-face education mediated by video call tools and virtual environments, which was called Remote Emergency Teaching. The Universidade Estadual do Oeste do Paraná (Unioeste) adopted this system, which demanded a lot from the organization of the institution as well as from its students and professors, requiring a quick adaptation that required a more intense use of DICTs than what was previously done in conventional face-to-face teaching. From this context, the main objective of this research was to investigate the perception of Unioeste teachers about the use of Digital Information and Communication Technologies during emergency remote teaching that occurred due to the Covid-19 pandemic. We sought to achieve this objective from data collection through an electronic form in which the teachers' speeches were analyzed from the Bardin content analysis (2011), and triangulation from institutional documents. In general, the perception of professors at Unioeste regarding the use of DICTs during the ERE is that it is necessary to invest in training that considers their work realities, and that are based on reflection on their own practice so that, based on these actions, these teachers are encouraged and supported to use the DICTs with pedagogical intent, reducing any resistance that may exist. These training initiatives are shown to be a means for pedagogical practices mediated by TDICs, and consistent with the digital culture, to be increasingly present in the daily life of face-to-face teaching in higher education, reducing the perception of teachers that there is a mismatch between the sociocultural context and the training provided by the public university.