TECHNOLOGY IN POST-PANDEMIC EDUCATION: PATHS TOWARDS A MORE INCLUSIVE AND CONNECTED SCHOOL

Abstract

The overall objective of this study is to investigate how technology can be used as a pedagogical tool to promote more inclusive, meaningful, and connected education in the post-pandemic context. This study adopted a qualitative, exploratory approach, aiming to understand the perceptions and experiences of basic education teachers regarding the use of technology in the teaching-learning process in the post-pandemic context. The main technique used for data collection was the semi-structured interview, chosen because it allows greater flexibility in the questions while also allowing participants to express their opinions freely and spontaneously. The interviews were conducted with two teachers from the public school system in Santa Catarina. The conversations took place between July 14th and 22nd, 2025, in private settings, in person, with an average duration of 40 minutes each. It can be concluded that the use of technological resources in the school environment has intensified, especially after the COVID-19 pandemic, revealing both opportunities and obstacles. The effective incorporation of technologies into pedagogical practice requires preparation, training, and adaptation on the part of teachers, administrators, and students, which represents a significant challenge in the educational context. However, when applied with purpose and planning, technologies contribute to making teaching more engaging and learning more participatory. This paper discusses the main challenges faced and, at the same time, the contributions that technologies provide to the educational process.