Do uso emergencial ao contexto pós-pandemia: a realidade da utilização das tecnologias digitais de informação e comunicação através da percepção dos professores da Universidade Federal do Maranhão

• Ano de defesa: 2023
• Autor(a) principal: NASCIMENTO, Ronaldo Fellipe Oliveira do
• Orientador(a): SILVA, José Rômulo Travassos da
• Banca de defesa: SILVA, José Rômulo Travassos da , RIBEIRO, Carla Vaz dos Santos , MOTTA, Luara Carvalho Ribeiro da , LÊDA, Denise Bessa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM PSICOLOGIA/CCH
• Departamento: DEPARTAMENTO DE PSICOLOGIA/CCH
• País: Brasil
• Palavras-chave em Português: trabalho docente; ensino remoto; pós-pandemia; tecnologias digitais; competências digitais.
• Palavras-chave em Inglês: teaching work; remote teaching; post-pandemic; digital technologies; digital skills.
• Área do conhecimento CNPq: Psicologia do Ensino
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/tede/5159

Teachers need to deal with various demands linked to the university routine. It must be taken into account that changes in the world of work also affect the subjectivity of these professionals, including the need to develop skills. With the advent of the Covid-19 pandemic, teachers had to use digital tools more intensively, even though they did not have time to improve their digital skills to use these tools. In this sense, this research sought to analyze the perception of teachers at the Federal University of Maranhão regarding the development of their digital skills for the use of digital technologies in the work process before, during and after emergency remote teaching. Methodologically, this research is characterized as exploratory, with a qualitative approach, in which 20 teachers were interviewed. The data were examined using Bardin's content analysis, having the following categories: personal strategies for the use of digital technologies, evaluation of institutional strategies for the use of digital information and communication technologies and self-assessment of digital skills. As a result, teachers reported on their strategies for learning to manipulate digital tools, including the routine use of applications. There was emphasis on the support of other teachers and students. During the pandemic, they commented on the collaborative work they had with other teachers, as well as the adoption of tools to improve interaction with students during online classes. In remote teaching, they improved the use of some technologies, as well as learning about other platforms that were incorporated into face-to-face teaching, post-pandemic. In general, participants considered the importance of technologies to facilitate work. Regarding academic activities, teachers encouraged the use of various digital technologies by students. From this perspective, they assessed that digital technologies can help in the students' learning process, however they reported concerns about the students' lack of criticality with the information collected in these places. Teachers explained their concern about students' low performance in face-to-face teaching, post-pandemic. Furthermore, they determined that teaching work cannot be limited by the use of technologies, so as not to harm the development of students' critical thinking. As for the University, the teachers assessed that the institution offered training so that they could use digital technologies during remote teaching, but brought the limitations that these training had, mainly regarding the depth of the courses and the absence of other training, after the pandemic. Structurally, they discussed the difficulties of using the University's equipment during face-to-face classes, after remote teaching. Regarding the ease of handling technologies, they explained the tools they used frequently. On the other hand, they found it difficult to manage the technologies they used casually. Regarding the perception of their digital skills, teachers assessed them as being sufficient to carry out their work activities, since they were able to fulfill the activities that are demands through digital technologies.