Considering aspects such as the importance of technological resources in building
digital skills and the need for training actions, as well as the diagnosis of the use of
technological tools by teachers, the research aimed to investigate teacher training
needs for the curricular unit "Digital Culture " in the context of the New High School,
promoted by Law 13.415/2017. The need to conduct an investigation on teacher
training in relation to digital culture arises from the verification of the demands identified
in certain schools of the state education network in Manaus during the period of remote
teaching in 2020. Given these circumstances, it was necessary to reorganize the
practice of teaching, recognizing the heritage of digital culture and the domain of
technological resources in the educational context. The theoretical framework was built
based on several authors, the first two, Castells (1999) and Moran (2007; 2013),
maintained a similar thought in relation to digital culture, although with some specific
nuances. Both recognize the importance of digital culture in contemporary society and
agree that technology is involving many aspects of everyday life. Castells highlights
the importance of digital technologies in shaping cultural practices and identities in the
network society, emphasizing their dynamic, global and transformative nature, while
Moran emphasizes the importance of embracing digital culture as an opportunity to
innovate and rethink educational models, while while highlighting the need to deal with
the challenges and ethical issues associated with the digital world. Continuing with the
theoretical foundation, although they are different authors, Imbernón (2011) and Nóvoa
(2009) present similarities in relation to teacher training, highlighting the importance of
reflective practice, knowledge construction and continuous professional development.
To achieve the objective proposed in the research, action research with a qualitative
approach was used as a methodological procedure. For data collection, in addition to
bibliographical and documentary research, a semi-structured questionnaire was
applied in three schools of the Department of Education and Teaching Quality
(SEDUC/AM), with the collaboration of 30 teachers working in high school. The
participants' statements were analyzed using the principles of methodology and
content analysis proposed by Bardin (2011). The results of the study concluded that
the product developed during the research served as a guiding instrument for formative
pedagogical practices and for the development of the curricular unit "Digital Culture"
among teachers who attend high school, in line with the implementation of Law 13.415/
2017. The educational product, a training guide entitled "Digital Culture in Action", was
analyzed for its contributions to teacher learning and to the promotion of training
practices in the teachers' work environment. These practices require a reflective,
collaborative and participatory approach. A committee composed of 10 education
professionals was invited to evaluate the Educational Product generated through the
research practice of this dissertation.
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