DIGITAL TECHNOLOGY IN THE PEDAGOGICAL PRACTICE OF ELEMENTARY SCHOOL TEACHERS IN TWO PUBLIC SCHOOLS IN BOCAINA DO SUL – SANTA CATARINA

Abstract

This study focuses on analyzing the use of digital technology in the pedagogical practices of lower secondary school teachers (Ensino Fundamental II) in two public schools located in the municipality of Bocaina do Sul, Santa Catarina, Brazil. Considering the social and educational transformations driven by the digital age, it is essential to understand how teachers are incorporating technological resources into their teaching methodologies. The objective of the research was to identify and analyze the ways in which teachers use digital technologies, as well as the challenges and potential they perceive in the teaching-learning process. To achieve this goal, a qualitative approach was adopted, involving semi-structured interviews and participant observation, with a total of ten teachers from different subject areas. The results revealed that, despite technological infrastructure limitations and a lack of continuing education, teachers show interest in using digital tools such as educational videos, learning platforms, and interactive resources to diversify their lessons and increase student engagement. The discussion indicated that the use of technology remains occasional and depends on each teacher’s individual initiative, influenced by factors such as access to equipment, technical support, and internet availability in schools. It is concluded that, although there have been advances in the adoption of digital technologies, investment in teacher training and improvements in school infrastructure are necessary to enable a more effective and meaningful integration of digital resources into pedagogical practice.