Abstract
The current paper aims to present and discuss some of the results obtained between May 2020 and December 2021 by the coordinator of the inter-institutional project "Digital Technologies, Society and Culture: educational interfaces from the literacies studies perspective". The data shows teachers' accounts on their own working contexts and praxis with digital technologies which were mobilized as both part of a public state curriculum syllabus and an instructional medium. The selected samples focus on teaching experiences developed during the remote teaching period in pandemic times in different public schools in a Brazilian city in the outskirts of the state of São Paulo. It is a qualitative and interpretative investigation methodologically supported by Participatory Action Research (PAR) and underpinned by literacies studies. The discussion suggests that - acting under several syllabus and social demands to sustain education during social isolation - the participant teachers had to face a myriad of challenges such as: i) a visible inequality in terms of internet access and hardware/software resources available to both educators and students, ii) a deficit in teacher education concerning the access to and the application of digital resources and iii) the overwhelming pressure to work extensive ours added to what can be seen as previously underprivileged teaching conditions. It also points out that, even in the face of a critical and sociocultural shattering period, some teachers still prove to have been able to find out digital solutions and professional practical development due to their own dedication and resilience.
Author Information
Eliane Fernandes Azzari, Pontifical Catholic University of Campinas, Brazil
Paper Information
Conference: BCE2022
Stream: Teaching Experiences
This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Azzari E. (2022) Teachers’ Perspectives on Digital Technologies and Educational Practices: Challenges and Resilience in a Brazilian Public Educational Context ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.10
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.10
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