The COVID-19 pandemic has precipitated an abrupt and unprecedented shift in the field of education. This subject demands thoughtful contemplation in the current moment, particularly concerning the future prospects stemming from these novel experiences. Therefore, the objective of this study is to analyze the implications of the use of ICT (Information and Communication Technologies) experienced by teachers during the emergency period of the pandemic on their teaching practice in face-to-face education.

A qualitative approach was adopted, characterized by its descriptive nature, utilizing a field research methodology comprising semi-structured interviews conducted with seven educators from a public Brazilian institution specializing in professional, scientific, and technological education.

The research findings indicate significant innovations in the dissemination of content, enhancements in the utilization of institutional mediation systems, integration of novel collaborative educational technologies, and an upsurge in the utilization of open educational resources. At the micro level, the narratives unveiled fresh pedagogical practices and perspectives regarding ICT, alongside considerations for its continued integration into face-to-face instruction.

Furthermore, the study highlights uncertainties pertaining to the future of education and the sociocultural implications arising from the digital culture.

Authors:
Fabiana Agapito Kangerski, Federal University of Santa Catarina, Brazil
Andreia de Bem Machado, Federal University of Santa Catarina, Brazil
Cristiano José Castro de Almeida Cunha, Federal University of Santa Catarina, Brazil
Solange Maria Silva, Federal University of Santa Catarina, Brazil
Gertrudes Aparecida Dandolini, Federal University of Santa Catarina, Brazil

About the Presenter(s)
Fabiana de Agapito Kangerski works at the Federal Institute - Brazil and is a student of Post-Gratuate in Engineering and Management of Knowledge. General interests in entrepreneurship education, social innovation, and experiential learning.

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