SOCIAL REPRESENTATIONS OF BASIC EDUCATION TEACHERS ABOUT DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES

Abstract

This article presents the research carried out with teachers from the school system in the state of São Paulo. The objectives involved knowing and analyzing social representations about the use of digital information and communication technologies (ICTs) in the context of educational practices in public and private schools of basic education. Social representations and discourse analysis contributed to the realization of the focus group in the pandemic period, with a focus on human rights in the process of teaching-learning. Emphasis was given to the narratives of two teachers, one from a public school and one from a private school, who revealed aspects of social inequality, lack of democratization of access, lack of knowledge and unpreparedness related to the use of ICTs, and insufficiency of public policies. The public school is on the periphery of the positive experience, and the private school occupies a space of privilegie, developing and increasing the process with innovation, adaptation and overcoming the challenges emerging from the new teaching dynamics. The social representations identified were social justice, discourses of equality, as well as the need to re-signify education.