Between Recognition And Practice: Signs Of A Digital Teaching Culture In The Early Years Of Paranaíba-MS

Abstract

This article analyzes the perceptions and narratives of teachers in the early years of elementary school in the municipal public school system of Paranaíba, MS, regarding the use of Digital Information and Communication Technologies (DICTs) in teaching practice, as well as identifies signs of the emergence of a digital teaching culture. This is an excerpt from a Final Course Project, grounded in Historical-Cultural Theory and the Freirean perspective on mediation and teacher autonomy. The research adopted a qualitative approach, with data collected through an online questionnaire administered to 12 teachers. The results indicate that teachers recognize the pedagogical potential of TDICs, yet their use remains sporadic and instrumental, constrained by structural limitations and a lack of technical-pedagogical support. However, emerging trends of teacher-led creativity and innovation are evident, such as the creation of digital materials and interactive activities. It is concluded that the digital culture among teachers is in the process of being built, requiring contextualized continuing education policies, adequate infrastructure, and collaborative spaces that foster the critical and creative appropriation of technologies in the school context.