Resumo:
Faced with the advancement of COVID-19 cases and the respective need for social distancing, educational institutions in Brazil and around the world were temporarily closed to face-to-face interaction, and the various actors in the complex educational system found themselves limited, whether due to cyclical reasons or training, to meet the educational demands that were imposed remotely, and sought alternatives to continue their pedagogical practices. In the State Public Education Network of the state of Minas Gerais in Brazil, the Special Regime for Non-Personal Activities (SRNPA) was implemented on an emergency basis, which attempted to give some continuity to the current pedagogical planning. With the aim of understanding how these adjustments and implementations occurred, and what teachers' expectations are in relation to the continued use of digital technologies after the pandemic period, this work analyzed the reports of high school teachers in the area of Natural Sciences, who faced the challenges of the SRNPA model in the state public network in the city of Pouso Alegre, regarding the implementation of Digital Information and Communication Technologies (DICT) in their pedagogical practices. We identified that the training of teachers for the effective use of DICT still requires substantial improvements and that the transition period at REANP highlighted the need for better-planned approaches and continuous investments in pedagogical training, in order to allow educators to meet the demands of the contemporary educational environment in a confident and effective manner.
