Competências digitais de professores e tecnologias digitais da informação e comunicação aplicadas ao ensino: usos, desafios e perspectivas em tempos de pandemia
Data
2024-11-05
Autores
Pires, Larissa Cavalcante 
Orientadores
Oliveira, Nara Rejane Cruz de
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A pandemia de COVID-19 trouxe mudanças profundas no cenário educacional global, impactando significativamente alunos, professores e métodos de ensino. Enquanto muitos estudos priorizaram o ensino superior, há uma lacuna relevante na compreensão dos impactos na Educação Básica, particularmente no Brasil. O objetivo desta pesquisa foi investigar as competências digitais dos professores e o uso das Tecnologias Digitais da Informação e Comunicação (TDIC) no ensino, explorando seus usos, desafios e perspectivas durante a pandemia. O Estudo I teve como objetivo realizar um levantamento da produção científica brasileira recente sobre as competências digitais dos professores e a aplicação das TDIC no ensino, identificando principais usos, desafios enfrentados e perspectivas futuras. O Estudo II buscou mapear a produção científica internacional recente sobre o mesmo tema, ampliando a compreensão global sobre as competências digitais e os desafios no uso das TDIC. O Estudo III investigou, por meio de uma revisão de escopo, a aplicação da plataforma "Brain Breaks Physical Activity Solutions®" (BBPAS®), avaliando seu impacto no desempenho acadêmico e na saúde física e mental dos alunos. A metodologia incluiu duas revisões sistemáticas de literatura e uma de escopo: a primeira sobre estudos brasileiros, a segunda com foco em estudos internacionais, e a terceira analisando 13 artigos sobre a plataforma BBPAS®. Foram selecionados 4 artigos para o Estudo I, 12 para o Estudo II e 13 para o Estudo III, abrangendo publicações de janeiro de 2018 a outubro de 2024. Os resultados revelaram que as TDIC proporcionaram inovações significativas, como a continuidade do ensino remoto e novas formas de engajamento dos alunos, mas também expuseram desafios, incluindo a falta de preparação docente e desigualdades de acesso à educação digital. A revisão de escopo sobre o Brain Breaks® evidenciou que plataformas interativas podem melhorar não apenas o desempenho acadêmico, mas também a saúde física e mental dos alunos. Contudo, a eficácia da sua aplicação depende da formação contínua dos professores e de suporte institucional, fatores que demonstraram impacto positivo em contextos com infraestrutura mais robusta, como Malásia e Singapura, mas resultados limitados em regiões com menor suporte, como a África do Sul. Esta pesquisa ressalta a importância de programas de formação abrangentes para o desenvolvimento de competências digitais e da implementação de políticas públicas inclusivas. Em suma, oferece insights relevantes para a adaptação das práticas educacionais e para a criação de estratégias sustentáveis em um contexto digital cada vez mais presente.
The COVID-19 pandemic brought profound changes to the global educational landscape, significantly impacting students, teachers, and teaching methods. While many studies prioritized higher education, there is a notable gap in understanding the impacts on Basic Education, particularly in Brazil. This research aimed to investigate teachers' digital competencies and the use of Information and Communication Technology (ICT) in education, exploring their uses, challenges, and prospects during the pandemic. Study I aimed to survey recent Brazilian scientific production on teachers' digital competencies and the application of ICT in teaching, identifying key uses, challenges, and future perspectives. Study II sought to map recent international scientific production on the same topic, broadening the global understanding of digital competencies and challenges in using ICT. Study III investigated, through a scoping review, the application of the "Brain Breaks Physical Activity Solutions®" (BBPAS®) platform, evaluating its impact on students' academic performance and physical and mental health. The methodology included two systematic literature reviews and one scoping review: the first focused on Brazilian studies, the second on international studies, and the third analyzing 13 articles about the BBPAS® platform. Four articles were selected for Study I, 12 for Study II, and 13 for Study III, covering publications from January 2018 to October 2024. The results revealed that ICT provided significant innovations, such as ensuring the continuity of remote teaching and new forms of student engagement, but also exposed challenges, including insufficient teacher preparation and inequalities in access to digital education. The scoping review on Brain Breaks® highlighted that interactive platforms can improve not only academic performance but also students' physical and mental health. However, their effectiveness depends on ongoing teacher training and institutional support, factors that demonstrated positive impacts in contexts with more robust infrastructure, such as Malaysia and Singapore, but limited results in regions with less support, such as South Africa. This research underscores the importance of comprehensive training programs for developing digital competencies and implementing inclusive public policies. In sum, it offers relevant insights for adapting educational practices and creating sustainable strategies in an increasingly digital context.
The COVID-19 pandemic brought profound changes to the global educational landscape, significantly impacting students, teachers, and teaching methods. While many studies prioritized higher education, there is a notable gap in understanding the impacts on Basic Education, particularly in Brazil. This research aimed to investigate teachers' digital competencies and the use of Information and Communication Technology (ICT) in education, exploring their uses, challenges, and prospects during the pandemic. Study I aimed to survey recent Brazilian scientific production on teachers' digital competencies and the application of ICT in teaching, identifying key uses, challenges, and future perspectives. Study II sought to map recent international scientific production on the same topic, broadening the global understanding of digital competencies and challenges in using ICT. Study III investigated, through a scoping review, the application of the "Brain Breaks Physical Activity Solutions®" (BBPAS®) platform, evaluating its impact on students' academic performance and physical and mental health. The methodology included two systematic literature reviews and one scoping review: the first focused on Brazilian studies, the second on international studies, and the third analyzing 13 articles about the BBPAS® platform. Four articles were selected for Study I, 12 for Study II, and 13 for Study III, covering publications from January 2018 to October 2024. The results revealed that ICT provided significant innovations, such as ensuring the continuity of remote teaching and new forms of student engagement, but also exposed challenges, including insufficient teacher preparation and inequalities in access to digital education. The scoping review on Brain Breaks® highlighted that interactive platforms can improve not only academic performance but also students' physical and mental health. However, their effectiveness depends on ongoing teacher training and institutional support, factors that demonstrated positive impacts in contexts with more robust infrastructure, such as Malaysia and Singapore, but limited results in regions with less support, such as South Africa. This research underscores the importance of comprehensive training programs for developing digital competencies and implementing inclusive public policies. In sum, it offers relevant insights for adapting educational practices and creating sustainable strategies in an increasingly digital context.
Descrição
Citação
PIRES, Larissa Cavalcante. Competências digitais de professores e tecnologias digitais da informação e comunicação aplicadas ao ensino: usos, desafios e perspectivas em tempos de pandemia. 2024. 132 f. Tese (Doutorado Interdisciplinar em Ciências da Saúde) - Universidade Federal de São Paulo, Instituto de Saúde e Sociedade, Santos, 2024.