Dificuldades no uso de tecnologias digitais: um estudo de caso dos docentes da Escola Municipal Libânia Lopes Pessoa

Abstract

The advancement of digital technologies has profoundly transformed social practices, expanding its presence in the school environment and demanding new skills from teachers. Although these resources broaden the possibilities for teaching, communication, and educational management, their integration into Brazilian public schools still occurs unevenly, marked by structural limitations, a lack of continuing education, and difficulties in teachers adapting to technological tools. Several authors, such as Belloni, Moran, Mercado, and Valente, emphasize that the effective integration of technologies in education depends not only on the availability of resources but, above all, on teacher preparation, institutional support, and cultural changes that favor more innovative pedagogical practices. In the context of the Libânia Lopes Pessoa Municipal School in Itajá/RN, it is observed that many teachers face significant challenges in the use of school systems, digital platforms, and multimedia resources, both in pedagogical activities and in administrative routines. The lack of technical support, precarious infrastructure, and gaps in initial and continuing education contribute to feelings of insecurity, resistance, and overload among teachers. Understanding these difficulties from the experiences and perceptions of the teachers themselves is essential to support actions, develop more contextualized training practices, and guide public policies that are more coherent with the reality of public schools. Given this scenario, this study aims to understand, through the accounts of teachers at the Libânia Lopes Pessoa School, the challenges faced in adapting to and using digital technologies daily. It seeks to identify the main difficulties experienced, analyze how structural and training conditions influence this process, investigate existing support actions, and propose strategies that promote a fairer, more humane digital inclusion for teachers, aligned with the concrete needs of these professionals.