O uso da Tecnologia Digital no ensino da escrita: um estudo de caso em uma escola pública no município de Zé Doca

Abstract

This study aims to understand how digital resources influence teaching practice in the Language Arts area, based on activities developed with 9th-grade students at the Princesa Isabel Municipal School, located in the municipality of Zé Doca-MA. The research is situated within the context of the transformations caused by digital culture in writing instruction and seeks to analyze how these changes are reflected in daily school life. This is a basic, exploratory, and descriptive study with a qualitative approach, developed through field research. Methodological procedures included participant observation, application of a questionnaire to the Portuguese Language teacher, and analysis of pedagogical documents used in classes. The results indicated that, although the teacher recognizes the pedagogical potential of digital technologies and affirms that she uses them frequently, the use of these resources occurs sporadically and without much systematization. A predominance of traditional pedagogical practices and an absence of writing activities mediated by digital technologies were observed. It is concluded that, despite the existence of technological resources in schools and a discourse favorable to innovation, digital technologies are not yet configured as a transformative element in writing teaching practices, highlighting the need for greater integration of these resources into pedagogical planning and teacher training