Abstract:

Remote teaching employed during the COVID-19 pandemic has brought elements that challenged the knowledge of teachers and students, specifically regarding to the use of digital technologies for teaching, learning and communicating. This paper aims to analyse the perceptions of basic education teachers about the challenges related to the knowledge required to integrate Digital Information and Communication Technologies (ICT) to the curriculum, in remote teaching. Based on the critical approach towards technology in education by authors such as Selwyn, Feenberg, Fantin ([2], [3] , [4], [5], [6]) and on the media-educaćão ([5], [7]), we conducted a research that employed questionnaires and interviews with teachers from Brazilian public schools. The data were analyzed based on the methodological framework of Content Analysis[1]. The results pointed to an inconsistency between the technological knowledge of teachers and students and the one demanded by the school in remote education. The technologies used by schools in this period were mostly different from the technologies that students knew and used. Even when they did know them, the technological knowledge that students and teachers had was restricted to the instrumental level, not being enough to conceive or carry out pedagogical activities. This situation reinforces the need for a critical education of school subjects, based on the development of knowledge about and for digital technologies, aligned with a technological pedagogical training of teachers.This training should consider the relationships between society, technology, didactics and school content. Moreover, we reinforce the need for permanent and consistent public policies that offer adequate work and continuous training conditions in basic education.

References:
[1] Bardin, L. Análise de conteúdo. São Paulo: Edições 70, 2016.
[2] N. Selwyn et al, “¿Por qué no todo es (ni debe ser) digital? Interrogantes para pensar sobre digitalización, datificación e inteligencia artificial en educación” in Educar con sentido transformador en la universidad (P. Rivera-Vargas and R. Miño-Puigcercós, eds), pp. 137-147: Octaedro, IDP/ICE, 2021. Retrieved from: https://doi.org/10.31235/OSF.IO/VX4ZR.
[3] N. Selwyn, Education an Tecnology: key issues and debates. Londres: Bloomsbury, 2011. Retrieved from: <https://ticpe.files.wordpress.com/2016/12/neil_selwyn_keyquestions_cap1_trad_pt_final1.pdf>.
[4] M. Fantin, “ ‘Nativos e imigrantes digitais’ em questão: crianças e competências midiáticas na escola”, Passagens, v. 7, n.1, pp. 5 - 26, 2016. Retrieved from: http://www.periodicos.ufc.br/passagens/article/download/3652/3279.
[5] M. Fantin, “O lugar da formação e mediação nas literacias e competências midiáticas de crianças e jovens estudantes”, Revista Tempos e Espaços em Educação, 13(32), 2020, pp. 1–18. Retrieved from: https://doi.org/10.20952/revtee.v13i32.14226.
[6] A. Feenberg, Tecnologia, modernidade e democracia. Portugal: Inovatec, 2018.
[7] D. Buckingham, The Media Education Manifesto. Combridge; Medford: Polity Press, 2019.

Keywords:

Remote teaching, technological knowledge, basic education, digital information and communication technology.