Integração das tecnologias no ensino : percepções e práticas docentes sob a perspectiva do TPACK

Juarez Bento da Silva; Simone Meister Sommer  Bilessimo; Leticia Sophia Rocha Machado; Sinéia Guilherme Sérgio

doi:10.23925/1809-3876.2026v24e68486

Autores/as

Juarez Bento da Silva Universidade Federal de Santa Catarina http://orcid.org/0000-0002-5604-0576
Simone Meister Sommer Bilessimo Universidade Federal de Santa Catarina https://orcid.org/0000-0002-3326-8703
Leticia Sophia Rocha Machado Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0003-4102-2225
Sinéia Guilherme Sérgio Universidade Federal de Santa Catarina https://orcid.org/0009-0004-6350-2259

DOI:

https://doi.org/10.23925/1809-3876.2026v24e68486

Palabras clave:

educación básica, formación continua, competencias digitales, TIC, TPACK

Resumen

El artículo analizó la relación entre la autopercepción de los profesores de educación básica sobre sus competencias digitales y la aplicación de estas habilidades en la enseñanza, basado en el modelo TPACK. La investigación incluyó a 238 profesores de escuelas públicas en el sur de Santa Catarina y utilizó métodos cuantitativos y cualitativos para evaluar el uso de TIC en la educación. Aunque los cursos de capacitación han mejorado las competencias tecnológicas, la integración plena de la tecnología en la pedagogía y el contenido aún es limitada. El estudio destacó la necesidad de capacitaciones prácticas y continuas, además de mejoras en la infraestructura tecnológica, para una aplicación eficaz de las TIC. A pesar de la mayor confianza en el uso de la tecnología, el conocimiento técnico no es suficiente para transformar la práctica pedagógica; es esencial integrar mejor las TIC en los enfoques pedagógicos y curriculares.

Biografía del autor/a

Juarez Bento da Silva, Universidade Federal de Santa Catarina

Es licenciado en Administración de Empresas por la Pontificia Universidad Católica de Rio Grande do Sul, tiene un máster en Ciencias de la Computación por la Universidad Federal de Santa Catarina (2002), un doctorado en Ingeniería y Gestión del Conocimiento por la Universidad Federal de Santa Catarina (2007) y un posdoctorado en el Instituto Superior de Ingeniería de Oporto (Portugal). Actualmente es profesor asociado IV en la Universidad Federal de Santa Catarina, donde imparte clases en la Licenciatura en Tecnologías de la Información y la Comunicación y en el Programa de Posgrado en Tecnologías de la Información y la Comunicación, donde también es subcoordinador. Es coordinador del grupo de investigación Laboratorio de Experimentación Remota (RExLab) y sus investigaciones se centran principalmente en laboratorios remotos y tecnología educativa.

Simone Meister Sommer Bilessimo, Universidade Federal de Santa Catarina

Posee una licenciatura en Ingeniería de Producción Mecánica por la Universidad Federal de Santa Catarina (1997), una maestría (1999) y un doctorado (2007) en Ingeniería de Producción por la misma institución. Actualmente, es profesora a tiempo completo (Profesora Asociada) en la Universidad Federal de Santa Catarina - Campus Araranguá, donde también imparte clases en el Programa de Posgrado en Tecnologías de la Información y la Comunicación. Su trabajo se centra principalmente en los siguientes temas: Emprendimiento, Educación Emprendedora, Laboratorios Remotos, Comunidades de Práctica, Metodologías Activas en Educación Innovadora, Movimiento Maker (Espacio Maker, Proyecto y Desarrollo de Objetos Educativos). Es miembro del Grupo de Investigación RExLab - Laboratorio de Experimentación Remota.

Leticia Sophia Rocha Machado, Universidade Federal do Rio Grande do Sul

Doutora em Educação; Doutora em Informática na Educação (UFRGS). Professora da Faculdade de Educação da Universidade Federal do Rio Grande do Sul (UFRGS).

Sinéia Guilherme Sérgio, Universidade Federal de Santa Catarina

Mestre em Tecnologias da Informação e Comunicação (UFSC). Professora na Rede Municipal de Santa Rosa do Sul/SC.

Citas

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