ORAL REPORTS OF TEACHERS ON THE IMPLEMENTATION OF DIGITAL TECHNOLOGIES IN PUBLIC HIGH SCHOOLS IN COLINAS DO TOCANTINS

Abstract

The implementation of digital technologies in public high schools is a relevant challenge, especially in regional contexts marked by socioeconomic inequalities, such as Colinas do Tocantins, Brazil. This study aims to analyze teachers’ perceptions regarding the use of these resources in everyday school practices, based on Thematic Oral History. Semi-structured interviews were conducted with three teachers from different public institutions in the city. The interviews were transcribed, validated, and analyzed through thematic categorization. The findings revealed three main issues: limited school infrastructure, restricted teacher training, and students’ unequal access. These factors constrain the pedagogical effectiveness of digital tools and show that merely providing equipment or punctual training does not ensure methodological innovation. It is concluded that the meaningful integration of digital technologies depends on the articulation of adequate infrastructure, continuous teacher training, and public policies committed to social equity. The study contributes to broadening the debate on digital inclusion in basic education and provides insights to support educational policies aligned with local realities.

DOI: https://doi.org/10.56238/sevened2025.038-039