The teaching practice concerning the use of information and communication technologies in lower secondary education

Abstract

This article analyzes teaching practice related to the use of Information and Communication Technologies (ICT) in lower secondary education, focusing on the reality of a public state school located in Novo Horizonte, Santa Catarina, Brazil. The study is based on the understanding that the integration of technologies into school life depends not only on the availability of devices, but also on teachers’ continuing education, institutional infrastructure, and school management support. Methodologically, the research is descriptive, exploratory, and field-based, combining qualitative and quantitative approaches through classroom observation and questionnaires administered to teachers. The results show that most teachers receive some kind of training; however, this does not automatically translate into consistent pedagogical use of ICT in the classroom. The main obstacles identified include insufficient specific training, outdated equipment, poor internet quality, and limited institutional support for projects involving educational technologies. The study concludes that the effective integration of ICT into the teaching-learning process requires teacher valorization policies, continuing education aligned with the curriculum, investment in infrastructure, and school leadership committed to meaningful pedagogical innovation.