Percepção docente de ciências da natureza sobre o uso de recursos digitais em escolas públicas de Fortaleza

Abstract

Brazilian education has undergone significant transformations as a result of contemporary social, political, and technological changes, with particular emphasis on the increasing incorporation of digital technologies into the school context, intensified after the Covid-19 pandemic. Despite regulatory advances and the pedagogical potential associated with these resources, challenges related to school infrastructure, teacher training, and the effective integration of Digital Information and Communication Technologies (DICT) into pedagogical practices, highlighting the teaching of Natural Sciences. In this context, this study aimed to analyze, from teachers’ perspectives, the use of digital resources in the school environment, identifying their impacts on the learning process, the main difficulties faced, and the institutional support available in public schools. This research is characterized as a descriptive study with a qualitative and quantitative approach, adapted from the study by Silva and Silva (2023). Data were collected through a mixed questionnaire applied online via Google Forms, consisting of 36 open and closed-ended questions organized into two sections: teacher professional development and institutional technological infrastructure. Fifteen teachers from public schools in Fortaleza participated in the study. Quantitative data were analyzed using means and percentages, while qualitative data were examined through Content Analysis. The results indicate that teachers recognize the positive impact of digital technologies on the teaching and learning process, highlighting increased student engagement and participation. However, difficulties related to continuing education, limited planning time, school logistics, and restricted access to technological resources were identified. Computers and projectors were the most frequently used resources, whereas more advanced technologies were less available. It is concluded that, although DICT have significant pedagogical potential, their effective integration into everyday school practices depends on investments in infrastructure, teacher training, and strengthened institutional support.