Avaliação de competências e fluências digitais: um estudo com professores das séries iniciais e finais do ensino fundamental do município de Palmas-TO

Abstract

In order to analyze the level of digital competence through the use of TDIC as a way to enhance knowledge in the construction of learning and appropriation of the process, this study was conducted with 226 teachers, from the beginning and final grades, from eleven elementary schools, distributed in the North, Central and South regions of the Municipality of Palmas/TO. Data were gathered from a descriptive exploratory research with a quantitative approach, conducted through a survey, using as a data collection instrument a self-assessment scale, based on the DigCompEdu - Digital Competence for Educators questionnaire, developed by the EU Science Hub (Science and Knowledge Service of the European Commission) validated for the Portuguese population by Dias-Trindade, Moreira and Nunes (2019) and translated into Brazilian Portuguese by Sales and Santo (2019). To study the validity and fidelity of the scale, it was used the Internal Consistency Analysis technique, based on the Cronbach's alpha coefficient method and the technique known as Principal Component Analysis, based on the method Varimax and Promax. And for to define the sample size, the stratified type probabilistic calculation, proposed by Barbeta (2012), was used. Respondents self-reflected through for Teacher Digital Skills model, focusing on Teacher Professional Skills, Teacher Pedagogical Skills, and Student Skills. Through the results obtained, it was concluded that teachers have a moderate competence level, level B1- Integrators, represented by the highest percentage diagnosed.