Apropriação de TDICS na prática pedagógica por professores nos anos iniciais do ensino fundamental na rede municipal de educação de Francisco Beltrão/PR

Abstract

This research was carried out during the Master’s course in the Stricto Sensu Graduate Program in Education, concentration area: Education, research line: Culture, Educational Processes and Teacher Training, at the State University of Western Paraná – UNIOESTE. Its primary objective was to assess the appropriation and incorporation of information and communication technologies (ICTs) by teachers in the municipal network of Francisco Beltrão–PR following the pandemic period. The study was guided by the historical‑materialist dialectical method and employed a case‑study methodology. Data were collected via questionnaires administered to 40 fourth‑grade classroom teachers and 21 pedagogical coordinators who worked in the municipality between 2020 and 2021. The data were analyzed using Bardin’s content‑analysis technique, structured in three phases: pre‑analysis, material exploration, and result treatment. From this analysis, categories emerged that clarify the modes of ICT appropriation, the challenges teachers faced, and the methodological strategies adopted to enable emergency remote teaching. The results indicate that, although ICTs became indispensable in the pandemic context, their integration into education was marked by improvisation and difficulties. Some tools—such as WhatsApp—were widely used and stood out for their easy accessibility and adoption by teachers, students, and families. However, the lack of specific teacher training, combined with precarious technological infrastructure and socioeconomic inequalities, limited the transformative potential of ICTs in the educational environment. Moreover, the investigation revealed a significant effort by teachers to adapt their pedagogical practices to new demands, which led to increased workload and emotional challenges. The findings show that emergency remote classes, while ensuring continuity of school activities, exposed deep inequalities in access to technology‑mediated education; lack of adequate equipment—such as computers—and unstable internet connections were major obstacles, especially for students from vulnerable families, thereby exacerbating existing educational disparities. We conclude that the effective integration of ICTs into pedagogical practice requires a collective effort, including the implementation of public policies aimed at equitable access to technology, investments in school infrastructure, and ongoing teacher‑training programs. These measures are essential to transform ICTs into effective tools for innovation and inclusion in the educational process.