EDUCAÇÃO DIGITAL: PERCEPÇÕES, MEDIAÇÕES E PRÁTICAS PEDAGÓGICAS EM ESCOLAS PÚBLICAS DA CIDADE DE PIRES DO RIO/GO

Abstract

This research, developed within the research line “Teaching Methodologies and Technologies” of the Graduate Program in Teaching for Basic Education (PPG-EnEB), at the Professional Master’s level, at the Federal Institute Goiano – Urutaí Campus, analyzed the limits and challenges faced by teachers of the early years of Elementary Education in the municipal school system of Pires do Rio/GO regarding the integration of digital education into pedagogical practices. Grounded in Pierre Bourdieu’s Reflexive Sociology, the investigation adopted a predominantly qualitative approach, supported by quantitative data, and was characterized as exploratory, descriptive, documentary, and field research. Data production was carried out through questionnaires administered via Google Forms to teachers from the municipal school system, as well as through observation of the infrastructure of school units. Data analysis was conducted based on Bardin’s Content Analysis. The theoretical framework articulated discussions on digital education, digital culture, teacher education, pedagogical mediation, and the constitution of children’s identity in technologically mediated contexts. The results showed that teachers recognize the relevance of digital technologies for teaching and learning processes, as well as their potential contribution to experiences related to autonomy, participation, and formative practices in digital contexts. However, structural, educational, and institutional limitations were identified, hindering the effective integration of digital education into school practices. It is concluded that the understanding and implementation of digital education are directly related to the concrete conditions of teaching work and teacher education, revealing tensions between favorable dispositions toward the use of technologies and the obstacles present in the educational context. As an outcome of the research, an Educational Product in the form of a digital guide was developed for teachers of the early years of Elementary Education, containing guidelines, reading suggestions, courses, technological resources, and didactic sequences aimed at promoting critical and contextualized pedagogical practices within contemporary digital culture.