Recursos de tecnologia digital como mediadores dos processos de ensino e aprendizagem de biologia

Abstract

This dissertation aimed to understand whether and how Biology teachers in public schools in the municipality of Pelotas/RS have been using digital technological resources in the post-pandemic period, as well as the role that Digital Technologies have played in lesson planning. The use of technological resources in schools can make learning more active, teaching more dynamic, and provide additional learning spaces beyond the traditional classroom. In Biology teaching, for example, Digital Technology (DT) resources can help teachers address complex and abstract content and offer various experiences without leaving the school premises. This research employed a predominantly qualitative, exploratory-descriptive methodological approach. Data collection instruments included a semi-structured interview with Biology teachers from public schools in Pelotas/RS and a bibliographic analysis for a State of Knowledge review conducted in databases such as the CAPES Periodicals Portal, Google Scholar, SciELO, and journals specialized in Science Education. Content Analysis was used for data interpretation. The results from the State of Knowledge review and the interviews with Biology teachers revealed some barriers to the effective use of Digital Technology (DT) resources in classrooms. These include structural deficiencies in schools (lack of quality computers and internet access), teachers’ workload, which they claim leaves no time for planning more elaborate lessons, and a lack of training, with some teachers feeling unprepared to use DTs. Furthermore, the analysis showed that teachers still have a limited understanding of the potential of DTs, often reducing them to factors such as student motivation and engagement. Very few studies analyzed highlighted the concern about the pedagogical aspects of technologies for fostering learning and adequately adapting Biology knowledge for classroom instruction. In addition, the interviewed teachers generally reported incorporating technological resources into their classes, although these remain quite traditional, such as slides, videos, and some Google tools like Google Forms, likely remnants of remote teaching practices during the COVID-19 pandemic.