Digital competence of school principals in compulsory education: a meta-framework

Bianca Silveira; Neuza Pedro; Cassio Santos; Daniela Ramos

doi:10.55777/rea.v19i38.9036

Autores

Bianca Silveira Universidade Federal de Santa Catarina, Brasil https://orcid.org/0000-0003-4915-1398
Neuza Pedro Instituto de Educação, Universidade de Lisboa, Portugal https://orcid.org/0000-0001-9571-8602
Cassio Santos Escola Superior de Educação, Instituto Politécnico de Santarém, Portugal https://orcid.org/0000-0002-1402-2978
Daniela Ramos Universidade Federal de Santa Catarina, Brasil https://orcid.org/0000-0001-9833-310X

DOI:

https://doi.org/10.55777/rea.v19i38.9036

Palavras-chave:

liderança digital, editores escolares, quadros de competências digitais, gestão educativa, ensino obrigatório

Resumo

A transformação digital intensificou as exigências impostas à liderança escolar, obrigando os diretores a coordenar as dimensões pedagógicas, organizacionais e éticas da mudança digital. Embora tenham sido desenvolvidos vários quadros de competências digitais nos últimos anos, a maioria centra-se nos professores, nas organizações ou nos cidadãos, oferecendo orientações limitadas para o papel profissional específico dos diretores no ensino obrigatório. Este estudo aborda esta limitação através do desenvolvimento de um meta-quadro de competências digitais adaptado à liderança escolar. Uma revisão sistemática da literatura, realizada de acordo com as diretrizes PRISMA adaptadas, incluindo as fases de identificação, triagem, elegibilidade e inclusão, foi combinada com uma análise temática reflexiva para identificar, agrupar e consolidar competências digitais em todos os quadros internacionais existentes. A análise resultou num meta-quadro composto por oito áreas de competência e quarenta competências consolidadas, refletindo a natureza multifacetada da liderança digital, incluindo governação estratégica, práticas de ensino e aprendizagem, gestão de infraestruturas, avaliação, comunicação, desenvolvimento profissional e cidadania digital. Foi aplicado um Indicador de Número de Agregação como dispositivo heurístico para apoiar a interpretação da convergência temática entre os quadros.

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Biografias Autor

Bianca Silveira, Universidade Federal de Santa Catarina, Brasil

Doutoranda em Educação na Universidade Federal de Santa Catarina (UFSC), tendo realizado um período de cinco meses de doutoramento em regime de intercâmbio no Instituto de Educação da Universidade de Lisboa, financiado pela Agência Federal Brasileira de Apoio e Avaliação do Ensino Superior (CAPES). É licenciada em Pedagogia e mestre em Educação, na área de Educação, Comunicação e Tecnologia. Atualmente, investiga temas relacionados com competências digitais, gestão escolar e tecnologias educativas.

Neuza Pedro, Instituto de Educação, Universidade de Lisboa, Portugal

Professor at the Institute of Education - University of Lisbon, Portugal, in areas of Teacher training and ICT in Education. Coordinator of the PhD and Masters’ Degree Programmes on Digital Technologies in Education at University of Lisbon. Member of the Innovative Learning Environments International Alliance. Coordinator of the E-learning Lab of University of Lisbon from 2010 to 2019. Coordinator of the Portuguese Project “IPTeL-EL - Pedagogical Innovation in Higher Education: E-learning and Digital Technologies” (2015-2017). Her current research interests include teacher training, Educational technologies, Innovative Learning environments, and Generative artificial intelligence in education.

Cassio Santos, Escola Superior de Educação, Instituto Politécnico de Santarém, Portugal

PhD in Education (European Doctorate), specialised in Information and Communication Technologies (ICT) in Education (Institute of Education, University of Lisbon). Postdoctoral researcher at the University of Seville, with a focus on digital competences. Assistant Researcher at the Polytechnic Institute of Santarém and integrated member of the Research Centre for Arts and Communication (Digital Literacy and Social Inclusion hub). Administrative and Financial Director of the Brazilian Association for Distance Education (ABED).

Daniela Ramos, Universidade Federal de Santa Catarina, Brasil

Professor in the Department of Teaching Methodology in the area of didactics, and the Graduate Program in Education at the Federal University of Santa Catarina (UFSC), Brazil. Develops research and leads projects related to digital education, digital games, and teacher education. Research Productivity Fellow – Level 2, awarded by the National Council for Scientific and Technological Development (CNPq). Member of the Brazilian Distance Education Association. Leader of the Edumídia Research Group (CNPq/UFSC).

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