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Estratégias pedagógicas e tecnologias digitais no ensino a distância
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Esta dissertação tem como objetivo identificar e analisar as principais estratégias pedagógicas utilizadas por professores, com tecnologias digitais, no ensino a distância, com alunos do 6º ao 9º ano do Ensino Fundamental (EF) e do 1º ao 3º ano do Ensino Médio (EM). A pesquisa foi do tipo quantitativa, conduzida por meio de um questionário online, estruturado com 27 questões, distribuídas em cinco áreas temáticas: envolvimento profissional, recursos digitais, ensino e aprendizagem e avaliação e feedback. A recolha de dados foi realizada no Colégio Militar de Manaus (CMM). Contou com a participação de 34 professores do EF e EM, localizados na Sede do Curso Regular de Educação a Distância do Colégio Militar de Manaus (CREAD/CMM) e nos Polos de Apoio Pedagógicos, distribuídos nas áreas fronteiriças do Brasil, em diferentes áreas do conhecimento, com variados graus de formação e experiência. Os dados revelam que a maioria dos docentes utiliza plataformas digitais e metodologias ativas para engajar os alunos, embora enfrentem desafios como infraestrutura limitada, principalmente relacionada aos Polos de Apoio Pedagógicos e desmotivação estudantil. No aspecto avaliação e feedback, embora ainda marcada por instrumentos tradicionais, como provas e testes, começa a incorporar práticas formativas e feedbacks personalizados, como participação em atividades e trabalhos e projetos, demonstrando uma evolução na cultura avaliativa. Conclui-se que as estratégias pedagógicas, alinhadas as tecnologias digitais podem potencializar o ensino a distância, desde que acompanhado de suporte técnico e formação continuada.
This dissertation aims to identify and analyze the main pedagogical strategies employed by teach-ers using digital technologies in distance education for students from the 6th to 9th grades of Ele-mentary School (EF) and from the 1st to 3rd grades of High School (EM). The research followed a quantitative approach, conducted through an online questionnaire consisting of 27 questions, organized into five thematic areas: professional engagement, digital resources, teaching and learn-ing, and assessment and feedback. Data collection took place at the Military School of Manaus (CMM), with the participation of 34 EF and EM teachers located at the headquarters of the Regular Distance Education Course of the Military School of Manaus (CREAD/CMM) and at Pedagogical Support Centers distributed along Brazil’s border regions. These educators represented various fields of knowledge and had diverse levels of education and experience. The data reveal that most teachers use digital platforms and active methodologies to engage students, although they face challenges such as limited infrastructure especially in the Pedagogical Support Centers and student demotivation. In terms of assessment and feedback, while traditional tools like exams and tests still prevail, formative practices and personalized feedback such as participation in activities, as-signments, and projects are beginning to emerge, indicating a shift in the assessment culture. The study concludes that pedagogical strategies aligned with digital technologies can enhance distance education, provided they are supported by technical assistance and ongoing professional develop-ment.
This dissertation aims to identify and analyze the main pedagogical strategies employed by teach-ers using digital technologies in distance education for students from the 6th to 9th grades of Ele-mentary School (EF) and from the 1st to 3rd grades of High School (EM). The research followed a quantitative approach, conducted through an online questionnaire consisting of 27 questions, organized into five thematic areas: professional engagement, digital resources, teaching and learn-ing, and assessment and feedback. Data collection took place at the Military School of Manaus (CMM), with the participation of 34 EF and EM teachers located at the headquarters of the Regular Distance Education Course of the Military School of Manaus (CREAD/CMM) and at Pedagogical Support Centers distributed along Brazil’s border regions. These educators represented various fields of knowledge and had diverse levels of education and experience. The data reveal that most teachers use digital platforms and active methodologies to engage students, although they face challenges such as limited infrastructure especially in the Pedagogical Support Centers and student demotivation. In terms of assessment and feedback, while traditional tools like exams and tests still prevail, formative practices and personalized feedback such as participation in activities, as-signments, and projects are beginning to emerge, indicating a shift in the assessment culture. The study concludes that pedagogical strategies aligned with digital technologies can enhance distance education, provided they are supported by technical assistance and ongoing professional develop-ment.
Descrição
Dissertação de mestrado, Educação e Tecnologias Digitais, 2026, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Ensino à distância Tecnologias digitais Estratégias pedagógicas Sistema de educação Brasil Dissertações de mestrado - 2026