School Geography and Digital ICT: teachers’ experiences in building technology-mediated practices

Abstract

The use of Digital Information and Communication Technologies (DICT) has become a central
theme in debates concerning didactic and technological resources in schools. In the context of
Geography education, and considering an approach that fosters geographical reasoning and
citizenship, these technologies open up numerous possibilities for discussing geographical space,
enabling reflective learning and the transformation of reality. However, the effective integration of
DICT into everyday school life still faces challenges related to teacher training, school
infrastructure, and overcoming an education model based solely on traditional methods. Therefore,
this study aims to understand how Geography teachers in basic education perceive and use DICT
in schools, based on their experiences, the challenges faced, and the methodological strategies
developed. Methodologically, this is a qualitative research study grounded in the perspectives of
Geography teachers working in the final years of elementary and in secondary education in the
municipality of Caicó/RN, Brazil, through semi-structured interviews. Participants were
intentionally selected, considering their availability, willingness to collaborate, and work in the
municipal or state public school system. Data collection was carried out through a structured
questionnaire, applied digitally via Google Forms and/or WhatsApp. Data analysis was conducted
through a full reading and transcription of the responses provided. This research seeks to build a
critical reflection on the presence of DICT in school Geography, highlighting how teachers
incorporate these tools into their practice. As contributions, it aims to point out pathways for
strengthening continuing education and fostering innovative pedagogical practices, valuing teachers‟
voices and recognizing their experiences.