Autoavaliação das competências digitais dos professores da educação do campo: um estudo em Caetité – Bahia

Abstract

Today's society is increasingly connected and immersed in digital culture, and the internet (in particular, sociais networks) and, especially, smartphones have become an essential part of human relationships in contemporary times. In this context, the need emerges for an educational formation based on autonomy and the development of the individual's critical thinking to deal with digital media and its implications. This new educational context demands from teachers a re-signification of educational practices and the development of digital skills. Therefore, this study aimed to assess the level of digital skills of the teaching staff of a rural school in the state public education network in the municipality of Caetité, State of Bahia, Brazil. Developed as a case study with a descriptive nature and a mixed approach, it evaluated the level of digital competence of 15 (fifteen) teachers through the self-assessment scale of teachers' digital competences (DigCompdu). The sample, characterized by 12 (80%) women, 09 (60%) aged over 40 years, 09 (60%) black, 10 (66.7%) with more than 12 years of teaching, mostly 07 (46.7%) graduates from courses in the area of languages and with continuing education 14 (93.3%) had an overall average of 46.82 points in the self-assessment of digital skills, being classified with level B1 (Integrator). The results found suggest that the evaluated teachers have a close relationship with Digital Information and Communication Technologies, but they need time to experiment and evaluate the use of these technologies in educational practices and, thus, become more confident for the effective implementation of these technologies in your classes.