Concepções de docentes a respeito do uso das metodologias ativas mediadas por tecnologias digitais na educação básica

Abstract

This research presents discussions regarding the training of teachers with the necessary knowledge for the development of their pedagogical practices in the face of technological changes in the contemporary world. The widespread use of digital technologies has triggered the need to explore active methodologies aimed at developing pedagogical potential for working with technological resources. The research problem inquiries about the conceptions of high school teachers regarding ongoing training for the use of active methodologies mediated by digital technologies in the pedagogical work of public schools in the state network in the city of Barão de Cotegipe, RS. The study consists of a theoretical framework that engages with authors who address teacher training, active methodologies, and digital technologies. The work sought contributions in Ausubel's theory of meaningful learning (1999). Its general objective is to analyze the conceptions of teachers regarding ongoing training in the context of the use and application of active methodologies mediated by digital technologies. The research is qualitative with an exploratory-descriptive approach, and the sample includes teachers in high school. Data collection, organization, and analysis were based on content analysis proposed by Bardin (2011), and the data collection instrument for the empirical research was the questionnaire. The results indicated that teachers face difficulties in implementing active methodologies mediated by digital technologies and also exhibit a certain resistance to changing their teaching practices. This study aims to stimulate reflections and discussions that help understand that a teacher is never fully prepared to practice their profession; however, they are in a constant process of construction and reconstruction of their practice to meet the demands of their context and time.