Percepção dos professores de Física do município de Caxias-MA sobre o uso de plataformas digitais no ensino

Abstract

Technological advancement is a reality present in today's society and has expanded considerably. This reality highlights the emergence of a new digital culture, which influences ways of thinking, behaving, communicating, working and acquiring knowledge, impacting several areas, from education to health. The general objective of this study is to investigate the use of digital platforms in teaching Physics in public high schools in Caxias - MA. To achieve this objective, the level of knowledge and use of digital platforms by Physics teachers, the infrastructure available in schools for the implementation of these platforms, as well as the main challenges and benefits perceived by teachers in the use of these technologies will be analyzed. The theoretical basis explores the evolution of educational technologies, highlighting platforms such as Phet Interactive Simulations, Kahoot, Symbolab and Geogebra, which offer innovative methodologies for teaching Physics. The methodology adopted is descriptive in nature, with a quantitative approach, focused on public high schools in Caxias-MA. The results indicate that, despite the limitations in technological infrastructure, digital platforms have a positive impact on the teaching of Physics, increasing student motivation and engagement. However, significant challenges include the need for ongoing training for teachers and the lack of adequate resources in many schools. Therefore, the integration of technologies in the teaching of Physics is beneficial, but requires investments in infrastructure and ongoing professional training for teachers. Educational policies should focus on promoting the effective use of these technologies to improve the quality of Physics teaching