TECHNOLOGY AND EDUCATION IN POST-PANDEMIC BRAZIL: EVIDENCE, EQUITY AND TEACHING COMPETENCIES FOR CRITICAL INTEGRATION

Abstract

This study examines the intersection between digital technologies and pedagogical practices in Brazilian public schools, with a particular focus on teachers’ perceptions, structural challenges, and possibilities for a critical integration of technological resources. The research addresses the persistent gap between policy frameworks advocating digital inclusion and the concrete realities faced by educators, especially in contexts of social inequality. Drawing on the critical sociotechnical perspective of Selwyn (2021) and UNESCO (2023), as well as approaches to active methodologies and blended learning proposed by Moran (2018), Bacich et al. (2018), and Bergmann and Sams (2012), the study problematizes the assumption that technology alone improves educational outcomes. Methodologically, it is a qualitative study grounded in semi-structured interviews with two teachers from different educational levels, analyzed through Bardin’s (2011) content analysis framework, complemented by theoretical contributions from Flick (2013) and André (1995). The findings reveal both advances in pedagogical innovation and persistent barriers related to training, workload, and institutional support. The discussion suggests that digital integration must be accompanied by continuous teacher education, critical data governance, and targeted public policies to mitigate digital inequalities. Limitations of the study and recommendations for further research on the interplay between technological mediation and educational equity are also discussed.