A subutilização dos recursos tecnológicos nas práticas pedagógicas no ensino médio da Escola Estadual Antônio Carlos: desafios e estratégias para a gestão escolar

Abstract

This dissertation, developed within the Graduate Program in Education Management and Evaluation (PPGP) at the Federal University of Juiz de Fora (UFJF), investigates the factors that limit the integration of Digital Information and Communication Technologies (DICTs) into the pedagogical practices of the Conexão do Futuro State School (EEAC), in Paracatu-MG. The research aims to understand the challenges faced by teachers in the pedagogical use of technologies. In this context, school management is analyzed as a strategic agent in formulating actions that encourage the adoption of DICTs. The general objective is to investigate the factors that limit the use of DICTs by the school's educators. The specific objectives are: (i) to describe how the school has planned its approaches regarding the use of technologies, (ii) to analyze the reasons why educators make limited use of these technologies in their teaching practices, and (iii) to propose strategies to expand the use of DICTs as pedagogical tools. The theoretical framework is based on authors such as Kenski (2013), Moran, Masetto, and Behrens (2022), and Valente (1999), who discuss the integration of technologies in education and the challenges for their effective appropriation. The methodology follows a mixed approach, combining questionnaires applied to 25 high school teachers and semi-structured interviews with the management and pedagogical teams. The qualitative analysis was conducted using Bardin’s (2016) Content Analysis, while the quantitative data were statistically analyzed to identify patterns and recurrences. The results show that although teachers recognize the value of DICTs, they face barriers such as lack of specific training, insufficient technical support, and methodological difficulties in incorporating them effectively into their teaching practices. Moreover, the absence of clear guidelines for the use of technological resources contributes to their sporadic and uncoordinated use. Based on these findings, the research proposes an Educational Action Plan (EAP) aimed at continuous teacher training, improvement of technological infrastructure, and implementation of a DICT usage protocol within the school. The plan seeks to strengthen the role of school management in promoting and supporting the pedagogical use of technologies.