Os manuais digitais como ferramentas promissoras para inovação pedagógica

Abstract

Digital transformation in education appears as an irreversible movement, especially after the COVID-19 pandemic. In this context of change, digital textbooks emerge as an integral part of this transformation, raising the need to consider whether these resources can indeed function as catalysts for pedagogical innovation. This study seeks to analyze the integration of digital technologies, particularly digital textbooks, in the Portuguese educational context and their implications for teaching practices and innovation, through a case study in a school cluster. The research adopts a phenomenological-interpretive paradigm, using a qualitative approach and case study as a methodological strategy. To understand the practices and perceptions related to digital textbooks, focus group discussions with teachers and interviews with key stakeholders in the school cluster were conducted. The research focused on the analysis of the implementation and use of these resources, as well as their impact on pedagogical practices and innovation processes. The study revealed that investment in digital textbooks alone did not produce significant changes in instructional practices, highlighting challenges such as time management, insecurity, and resistance to change. However, collaborative work and supervision emerged as important elements for transformation. It concludes that digitalization may only constitute a new way of producing traditional practices if there is no deep reflection on the roles of teachers, students, and knowledge. True transformation depends on the ability to create educational environments that promote meaningful and innovative learning, where digital technologies act as enhancers, not as the sole cause of change.