Integração das TDIC no ensino fundamental II: análise do uso dos laboratórios de informática em escolas estaduais de Uberaba-MG

Abstract

Based on the theoretical and normative framework proposed by Almeida and Valente (2016), Law No. 14,180/2021 (PIEC), Proinfo (MEC, 2007), the BNCC (2017), the National Education Plan—PNE (Law No. 13,005/2014), as well as on Valente (1999), Kenski (2012), and Bacich and Moran (2018), this study is situated within the research line Digital Technologies in Brazilian Education. It addresses the integration of Digital Information and Communication Technologies (DICT) in Lower Secondary Education within state schools in Uberaba, Minas Gerais, aiming to understand the practical challenges and pedagogical opportunities involved in this process. The research adopts a mixed-methods approach with a sequential design. In the first stage, structured questionnaires were administered to a sample of teachers to collect quantitative data regarding infrastructure, teacher training, frequency of use, and perceptions of the effectiveness of computer laboratories. These data were subjected to descriptive and comparative statistical analysis among the participating schools. In the second stage, semi-structured interviews and document analysis were conducted to deepen the understanding of teaching practices, obstacles, and experiences related to the use of DICT. Qualitative data were treated through Discursive Textual Analysis to identify emerging patterns and meanings. Integration between research phases occurred in the discussion of results, highlighting the complementarity of the data sets. Quantitative findings indicate underutilization of computer laboratories due to insufficient infrastructure, irregular technical support, and limited continuing education. In turn, qualitative results emphasize the innovative potential of pedagogical initiatives once structural barriers are overcome, as well as the importance of teacher agency in adapting educational technologies. The study concludes that transforming computer laboratories into dynamic learning environments depends on the articulation between professional development policies, investment in infrastructure, and the advancement of innovative pedagogical practices.