Tecnoestresse ocupacional e sua relação com a integração da lousa digital: um recurso tecnológico previsto no Plano Estadual de Educação de Santa Catarina

Abstract

This research is affiliated with the Graduate Program in Education (PPGE) at the Federal University of the Southern Border (UFFS), Chapecó/SC campus. It is affiliated with the Educational Policy Research Line and the GPTMEM Research Group. The study aims to analyze the effects of the implementation of Interactive Digital Whiteboards (IDBs) in the state education system of the municipality of Concórdia, Santa Catarina. This integration occurred between 2020 and 2025. The primary focus is on the relationship between IDBs and the specific nature of teacher technostress in the context of the New High School (NEM). The methodology adopted in this research is qualitative and was conducted through semi-structured interviews with teachers from four schools. The data were analyzed through thematic categories that contributed to the understanding of the phenomena investigated. The results highlighted three central axes of tension: implementation deficiencies, affecting 88% of respondents who reported insufficient and generic training, Work overload, according to the interviewees, resulted in an average increase of five hours per week dedicated to filling out platforms, and teaching frustration, with 91% of respondents using less than 30% of the LDIs' functionalities. A vicious cycle was observed, with only 9% of teachers reporting having participated in practical training, resulting in underutilization of resources. This consequently led to anxiety about results and feelings of incompetence. Paradoxically, 91% of teachers recognized the pedagogical potential of LDIs. However, they emphasized that their effectiveness depends on reducing bureaucratic tasks, contextualized teacher training, and a stable technological infrastructure. Evidence suggests that, although LDIs are an innovative technology, their implementation occurred under a technocratic logic, disconnected from the real working conditions of teachers. Technostress emerged not as resistance to technology per se, but as a consequence of public policies that prioritized equipment acquisition over building a sustainable ecosystem of technological integration. Given this scenario, it is recommended that the program be restructured, focusing on offering personalized continuing education, improving the interfaces of the platforms used, and creating pedagogical support groups organized by field of knowledge within the regional education departments.