Tecnologia digital no sistema de ensino da Guiné-Bissau: análise crítica, reflexão e encaminhamentos.

Abstract

This study analyzes the structural challenges of the secondary education system in Guinea-Bissau, marked by poor infrastructure, insufficient teacher training, high dropout rates, and digital exclusion. Based on the context of an educational system that, despite legal efforts, shows slow and uneven progress, the research sought to understand how the integration of Digital Information and Communication Technologies (DICTs) can contribute to quality, equity, and pedagogical innovation. The overall objective was to conduct a critical analysis of the absence of digital technologies in Guinean secondary education, proposing ways to integrate them into the public system. The specific objectives were to analyze existing educational challenges, discuss digital inclusion in the local context, and assess the relevance of these technologies as a tool for transforming education. Methodologically, a qualitative and quantitative approach was adopted, through a review of the literature and documents, and field research, using questionnaires with pedagogical coordinators, teachers, students, and graduates. The results confirm the positive perception of the potential of ICTs to boost teaching and promote inclusion, but reveal critical barriers: the near absence of public policies and adequate technological infrastructure (such as computer labs and connectivity), coupled with the still incipient training of teachers in the pedagogical use of these tools. It is concluded that effective digital integration depends on sustained political commitment, translated into a national plan that ensures investment in infrastructure, continuous teacher training, and innovative pedagogical practices, with a view to transforming technology into a vector of educational equity and quality in Guinea-Bissau.