2026-11-062026-11-062026-02-27SILVA, Jucilene de Souza. Formação de professores e literacia digital: Um novo olhar para os docentes da Amazônia no contexto das tecnologias digitais. Orientadora: Luely Oliveira da Silva 2025. 108 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/427AbertoFormação continuadaLiteracia digitalEnsino de ciênciasContinuing educationDigital literacyScience educationDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalIn this new educational scenario that emerged with the COVID-19 pandemic, significant advances in Digital Information and Communication Technologies (DICT) can be observed both in students’ lives and in the school environment. These technologies have facilitated the rapid dissemination of information, leading to important changes in the teaching and learning process. From this perspective, the research arose from concerns about the pedagogical practices developed by teachers working in the Modular Education Organization System (SOME) regarding the non-use of DICT in Science teaching as a facilitating tool for the teaching and learning process, either due to lack of knowledge about these technologies or lack of skills to use them. Students’ lack of interest, combined with the overload of teachers’ responsibilities in the classroom, limits the time available for educators to seek more specific continuing education opportunities. In addition, many educational institutions still do not offer courses specifically focused on this area in practical terms. Therefore, the general objective of this research was to collaboratively develop a continuing education process based on the development of teachers’ digital literacy so that they could rethink the use of DICT in their pedagogical practices in the classroom. Furthermore, the specific objectives were: to investigate the digital literacy of SOME teachers; to verify how teachers working in SOME are dealing with educational changes brought about by the new digital era; to support teachers in the use of DICT and their digital educational resources for classroom practice; and to implement and validate a training process. The research was conducted with teachers assigned to SOME at the school hub EEEIM Prof. Benvinda de Araújo Pontes, located in the municipality of Abaetetuba, in the state of Pará, Brazil. For the development of the study, the methodology adopted was a qualitative approach of an applied nature, characterized as action research. Data collection and analysis were carried out, respectively, through semi-structured interviews, participant observations, questionnaires, and an evaluative forum in the Canvas virtual learning environment, as well as through Discursive Textual Analysis (DTA). The research revealed a low initial level of knowledge among participants regarding DICT and difficulties in integrating them into teaching. In addition, the limitations imposed by the SOME context made it difficult to implement innovative methodologies through digital resources. However, the strategy used in the training process enabled the acquisition and expansion of new knowledge, a reframing of their pedagogical practices, and the development of a more curious and attentive perspective toward DICT. This led teachers to rethink their potential, even within the challenging context in which they work, also highlighting the need for continuing education programs that consider the specific challenges experienced by the participants.PPGEECA - Formação de professores de ciências e processo de ensino e aprendizagem em diversos contextos amazônicos