Competências digitais na gestão escolar: análise do nível de proficiência dos diretores escolares da rede estadual de ensino em Montes Claros/MG

Abstract

Digital Technologies (DT) become especially relevant in education during the covid-19 pandemic period (2020 and 2021), when the suspension of in-person activities in educational institutions led to the implementation of Emergency Remote Education (ERE). In this context, education professionals had to incorporate DT into the school environment to reorganize educational processes. Given this reality and continuous technological evolution, the development of Digital Skills (DS) among educators has become an essential need, especially for school principals, responsible for managing educational institutions. Thus, this study, carried out within the scope of the Digital Technologies Laboratory Research Project (LED), from Educar: Multi-User Laboratory of Digital Technologies and the Postgraduate Program in Education (PPGE) from Unimontes ( Montes Claros State University), aimed to identify and analyze the level of digital skills of school principals in the State Education Network in Montes Claros, Minas Gerais - Brazil, considering the implications of integrating DT into school management practices. The research, of a basic and descriptive in nature, use a quantitative qualitative approach, with the participation of 13 (thirteen) school principals. The technical procedures covered bibliographical, documentary and survey research. Data collection and analysis took place in 2024, through interviews and the initial application of an online questionnaire. The questionnaire aimed to map the sociodemographic and professional profile of the participants and analyze how principals integrate DT into daily life and school management. The interviews sought to understand how this integration influences the development of principals CD. Furthermore, the Digcomp-school management self-assessment instrument was used to identify the level of DS of school principals in the areas of of management, based on the proficiency levels: 1 (apprentice), 2 (researcher), 3 (integrator), 4 (specialist) and 5 (leader). The results indicated that the majority of directors reached level 4 of DS proficiency, evaluating themselves as experts, with extensive knowledge of DT, according to Digcomp- school management. However, the interviews revealed that, in practice, principals have knowledge at an integrative level, in a process of improving the use of these technologies, implementing them into practices and in diverse contexts, but still seeking a greater understanding of the topic. The principals demonstrated a continuous evolution in knowledge about DT, which contributed to improvements in school management, influencing the development of DT. In view of the results, it is recommended that the safe and critical integration of DT be continued, with continuous investments in professional training for school and in expanding discussions about DS in school management, an area.