Digital Information and Communication Technologies are innovative tools that can help
in the development of education. However, its effective implementation requires
understanding and qualification of its use, in addition to investment and expansion of
access to equipment and internet. Its emergency use during the pandemic can serve
as an element of analysis for its implementation in everyday education. The study aims
to investigate the use of Digital Information and Communication Technologies at the
Instituto Federal do Pará - Campus Castanhal as a tool for remote teaching. The
research, in terms of methodology, was exploratory-descriptive. In relation to the
procedures, it was configured as a bibliographic and documentary review, also
involving field research. Regarding the approach and analysis, quantitative and
qualitative methods were combined (mixed method). The field research was carried
out at the Federal Institute - Castanhal campus, state of Pará. The qualitative and
quantitative responses provided the main categories of analysis for this study,
highlighting several impacts arising from the transition from in-person to remote
teaching during the pandemic. The study identified barriers, limits and potentialities in
pedagogical and management practice, highlighting rigidity in training and practices in
relation to the dynamic nature of the world. It highlighted the importance of training
education professionals for emergencies, including health, climate, war and
socioeconomic crises. The socioeconomic inequality of students, especially in remote
communities, is a barrier magnified by the lack of access to technologies. Digital
Information and Communication Technologies can be allies, but they must be tools
and not protagonists of human relationships that strengthen educational processes.
The study highlighted that technologies, when properly used, are valuable aids for
education, to mitigate socioeconomic and territorial inequalities, especially in the
Amazon region, and to effectively foster democratic education. Public policies need to
include access to technology, as well as changes in the training and training of
teachers and managers are essential, and are also responsibilities of governance and
public investments.
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