Itinerâncias docentes em cenários virtuais de aprendizagem: práticas e experiências com dispositivos móveis

Abstract

The present investigation, linked to the Graduate Program in Education at the Federal University of Sergipe (PPGED/UFS), integrated into the Research Line "Teacher Training and Practice" and the Research Center for Communication and Technology (NUCA/UFS/CNPq), aimed primarily to understand how teaching practices shaped through experiences with mobile devices during Emergency Remote Teaching (ERT) are currently present in the classroom context, taking into account the practical and formative trajectory experienced by teachers during the pandemic. This is a qualitative study with a descriptive approach, characterized as a case study based on the methodological assumptions of Yin (2006). The research participants were tenured 25 teachers working in public elementary schools in the municipality of Jeremoabo, Bahia, assigned to three institutions located in the city center. Data were collected through questionnaires, semi-structured interviews, some field notes, and document analysis (normative instructions, resolutions, and social media publications). The data were analyzed using the Content Analysis technique, from Bardin’s perspective (2016). Throughout the text, the main technological changes in the municipality’s public education system and in the participants' teaching practices were highlighted, based on their experiences with remote education. In this context, the study aimed to support the idea that the practices developed through the use of mobile devices during remote teaching allowed teachers to achieve a better technological appropriation, oriented toward implementing more dynamic and collaborative teaching strategies, using virtual learning environments. As a result, the study revealed a significant movement toward the incorporation of mobile devices into the practice of some teachers, particularly in the creation of virtual learning environments, when compared to previous studies conducted in the region. This shift is mainly attributed to the experiences lived during the pandemic, as a result of the self-directed learning process required by ERT. Despite supporting the proposed idea, the study also revealed several challenges, especially concerning contradictions between teaching practices and the guidelines issued by municipal education authorities. Issues such as school infrastructure, connectivity, and access to technological resources still pose obstacles to the consolidation of these practices in face-to-face education. Additionally, curriculum discussions highlight gaps in the development of Digital Culture as a competency outlined in the Brazilian National Common Curricular Base (BNCC), particularly regarding the critical and pedagogical use of mobile devices by students.