Implementação do Moodle como ferramenta de apoio ao docente no ensino público municipal: contribuições para a educação a distância em IBIÁ-MG

Abstract

Distance Education (EaD) has established itself as an essential alternative for democratizing education in regions with structural challenges and social inequalities, especially in peripheral areas, such as the city of Ibiá-MG. The COVID-19 pandemic has intensified the need for hybrid and distance solutions, highlighting gaps in the modernization and accessibility of the educational system, in addition to highlighting the demand from municipal teachers for support in the use of educational technologies. Reports from teachers about difficulties in using digital tools reinforced the relevance of this work. In response to these challenges, Moodle was implemented as the official platform to support distance education in municipal public education, combined with the creation of a workshop aimed at demystifying technical and practical difficulties faced by teachers in the use of technological tools. The Technical Technological Product (PTT) included the implementation of Moodle as an official Virtual Learning Environment (VLE) and the offering of a model course for teacher training, focusing on the pedagogical use of the tool in daily educational practices. The methodology included a systematic literature review, diagnostic analysis of the technological infrastructure of municipal schools, and the implementation of a training course. The PTT was designed as an integrated product, encompassing both training and the configuration of Moodle as an educational resource available and accessible to the municipal network. The results show that the use of Moodle brought advances in the modernization of local public education. Teachers reported greater confidence in the use of digital technologies, and the training course contributed to the adoption of active teaching methodologies. However, challenges such as connectivity limitations in rural areas and the need for ongoing training still persist. It is concluded that Moodle is a viable tool for distance learning in municipal contexts, promoting accessibility, digital inclusion, and pedagogical innovation. This work provides support for future implementations of Virtual Learning Environments (VLEs) in similar educational settings.