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Competências digitais dos professores das escolas de Santana de Parnaíba em São Paulo, Brasil
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A presente investigação teve por objetivo percepcionar o nível de competência digital,
global e por áreas do DigCompEdu, dos professores das escolas públicas do município de
Santana de Parnaíba em São Paulo, Brasil. Mediante revisão da literatura em um estudo
descritivo, de abordagem quantitativa com recolha de dados a partir de inquérito/survey e as
análises realizadas por meio da estatística descritiva, nos valemos da ferramenta de
autodiagnóstico SELFIE for TEACHERS para aplicar o questionário aos docentes da rede.
Essa ferramenta, suportada no referencial DigCompEdu - quadro conceptual desenvolvido
pelo Serviço de Ciência e Conhecimento da Comissão Europeia (EU Science Hub), - foi
devidamente validada e adaptada ao português do Brasil para fins dessa investigação.
Contribuíram para esta pesquisa 43 professores de 16 escolas do município. Respondendo ao
questionário de 32 questões, estruturado em 06 grandes áreas nas dimensões profissionais,
pedagógicas e nas relacionadas às competências dos estudantes, os docentes realizaram uma
autorreflexão de suas competências digitais. O resultado apontou que os professores se
posicionam no nível global A2 de competência digital, como Exploradores. São
profissionais conscientes das potencialidades das tecnologias digitais, que já utilizam as
TDIC em nível básico de contexto profissional e necessitam de apoio/suporte/inspiração,
seja a nível dos pares, de unidade escolar ou de rede de ensino, para avançarem nos níveis de
competência digital. Relativamente às áreas mais desenvolvidas do DigCompEdu, atestamos
que majoritariamente nas áreas: Envolvimento Profissional, Recursos Digitais e Ensino e
Aprendizagem, os professores se percepcionam no nível B2 de competência digital, como
Especialistas.
The present investigation aimed to understand the global level of Digital Competence, globally and by DigCompEdu areas, of teachers from public schools in the municipality of Santana de Parnaíba in São Paulo, Brazil. Through a literature review in a descriptive study, with a quantitative approach, data collection was carried out through a survey, and the analysis was conducted using descriptive statistics. We used the SELFIE for TEACHERS self-assessment tool to administer the questionnaire to teachers in the network. This tool, based on the DigCompEdu framework - a conceptual framework developed by the European Commission's Science and Knowledge Service (EU Science Hub), was appropriately validated and adapted to Brazilian Portuguese for the purpose of this research. A total of 43 teachers from 16 schools in the municipality contributed to this study. Responding to a 32-question questionnaire structured into six major areas related to professional dimensions, pedagogical aspects, and student competencies, teachers engaged in self-reflection on their digital competences. The results indicated that teachers position themselves at the A2 level of global digital competence, as Explorers. They are professionals aware of the potential of digital technologies, already using ICTs at a basic level within their professional context, and they require support, guidance, and inspiration, whether from their peers, their school unit, or the educational network, to advance to higher levels of digital competence. Regarding the areas of DigCompEdu that are more developed, we found that predominantly in the areas of Professional Engagement, Digital Resources, and Teaching and Learning, teachers perceive themselves at the B2 level of digital competence, as Specialists.
The present investigation aimed to understand the global level of Digital Competence, globally and by DigCompEdu areas, of teachers from public schools in the municipality of Santana de Parnaíba in São Paulo, Brazil. Through a literature review in a descriptive study, with a quantitative approach, data collection was carried out through a survey, and the analysis was conducted using descriptive statistics. We used the SELFIE for TEACHERS self-assessment tool to administer the questionnaire to teachers in the network. This tool, based on the DigCompEdu framework - a conceptual framework developed by the European Commission's Science and Knowledge Service (EU Science Hub), was appropriately validated and adapted to Brazilian Portuguese for the purpose of this research. A total of 43 teachers from 16 schools in the municipality contributed to this study. Responding to a 32-question questionnaire structured into six major areas related to professional dimensions, pedagogical aspects, and student competencies, teachers engaged in self-reflection on their digital competences. The results indicated that teachers position themselves at the A2 level of global digital competence, as Explorers. They are professionals aware of the potential of digital technologies, already using ICTs at a basic level within their professional context, and they require support, guidance, and inspiration, whether from their peers, their school unit, or the educational network, to advance to higher levels of digital competence. Regarding the areas of DigCompEdu that are more developed, we found that predominantly in the areas of Professional Engagement, Digital Resources, and Teaching and Learning, teachers perceive themselves at the B2 level of digital competence, as Specialists.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Competências digitais Professores Brasil Dissertações de mestrado - 2024