In order to analyze the level of digital competence through the use of TDIC as a way to
enhance knowledge in the construction of learning and appropriation of the process, this study
was conducted with 226 teachers, from the beginning and final grades, from eleven
elementary schools, distributed in the North, Central and South regions of the Municipality of
Palmas/TO. Data were gathered from a descriptive exploratory research with a quantitative
approach, conducted through a survey, using as a data collection instrument a self-assessment
scale, based on the DigCompEdu - Digital Competence for Educators questionnaire,
developed by the EU Science Hub (Science and Knowledge Service of the European
Commission) validated for the Portuguese population by Dias-Trindade, Moreira and Nunes
(2019) and translated into Brazilian Portuguese by Sales and Santo (2019). To study the
validity and fidelity of the scale, it was used the Internal Consistency Analysis technique,
based on the Cronbach's alpha coefficient method and the technique known as Principal
Component Analysis, based on the method Varimax and Promax. And for to define the
sample size, the stratified type probabilistic calculation, proposed by Barbeta (2012), was
used. Respondents self-reflected through for Teacher Digital Skills model, focusing on
Teacher Professional Skills, Teacher Pedagogical Skills, and Student Skills. Through the
results obtained, it was concluded that teachers have a moderate competence level, level B1-
Integrators, represented by the highest percentage diagnosed.
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