The advancement of Digital Information and Communication Technologies (DIT) is
reshaping the way people perceive the world, society, cultures and human interactions. In
2020, the COVID-19 pandemic posed an unprecedented challenge for educational
institutions, requiring rapid adaptation of strategies, acquisition of new skills and
appreciation of teaching work. Digital inclusion has become crucial, whether as a means of
social integration, a pedagogical tool or an extension of students' family lives. Despite the
potential of digital technologies to improve learning, many teachers face difficulties
integrating them into everyday school life. In the Northern Region of Brazil, particularly in
the State of Tocantins, there is little research on public policies related to the insertion of
contemporary digital technologies and the challenges faced by teachers in public schools.
The study aimed to investigate the challenges faced by teachers in the Northern Region of
Brazil when incorporating Contemporary Digital Technologies in 2018 and 2020, especially
during the implementation of emergency remote teaching. To this end, descriptive analytical
qualitative research was carried out. Articles were selected from the CAPES journal platform
between 2010 and 2020, based on data descriptors and exclusion and inclusion criteria. The
research was complemented with a documentary search in the database of the Center for
Studies on Information and Communication Technologies (CETIC) for the years 2018 and
2020. The narrative review highlighted a significant gap in the literature that
comprehensively addresses the contemporary challenges faced by teachers in relation to
information technologies in the North Region. This underlines the urgent need for more
detailed and targeted research in this area. When analyzing CETIC's F2 and CO2 indicators,
first-order barriers were identified, such as the lack of resources such as computers, internet
access, time constraints and lack of institutional support. These results indicate that the
infrastructure of schools in the North Region was not prepared to meet technological
demands, even before the pandemic in 2018. Furthermore, a lack of preparation among
teachers in relation to the use of technology in the teaching-learning process was observed. .
While first-order barriers represent a fundamental challenge, second-order barriers, related
to teachers' beliefs, are even deeper and more entrenched. The CETIC research data
corroborates the reality presented in the narrative review, reinforcing the urgency of training
and continuous development of teachers, together with the support of educational institutions.
Therefore, it is crucial to implement a training and continuous development program for
teachers, aligned with institutional support, to overcome the identified challenges and
promote an effective integration of digital technologies in the educational context of the
Northern Region. This requires a collective commitment from educational institutions,
government bodies and the educational community as a whole.
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