Evandro Carlos Salermo
PhD student
in Educational Sciences; Inter-American Faculty of Social Sciences (FICS)
Maria José Beteste de Miranda
PhD student
in Educational Sciences; Inter-American Faculty of Social Sciences (FICS)
Sérgio Rodrigues de Souza
PhD student in Educational
Sciences; Inter-American Faculty of Social Sciences (FICS)
ABSTRACT
The development of
technology and communication networks caused significant transformations in
society and led to the emergence of communication and educational models and
processes, new paradigms in terms of Education. With these changes, there was a
transposition of educational resources to the virtual arena, and such
deanalogization has had a direct impact on teachers and students. In addition,
the implementation of these systems requires a change in models and
conceptions, forcing teachers to assume new roles and interact in ways they are
not used to. Given this scenario, the aim of this article is to address the
integration of digital resources in remote actions through qualitative
bibliographical research. In order to achieve this purpose, we will analyze an
experience report of a school manager in the municipal network of Campina
Grande, State of Paraíba, who investigated the use of digital resources in remote
educational practices in her teaching institution. We intend, in this way, to
discuss the obstacles that Education professionals have when dealing with
digital resources, to explore questions related to the urgency of incorporating
technologies into educators' daily lives, seeking to encourage reflections on
the necessary transformations in the educational field, especially in what
concerns regarding the use of Information and Communication Technologies.
Keywords: Education. Digital resources. Remote education.
Reviewed by Current Scientific Journal
on
outubro 11, 2023
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