Education in the era of media convergence: practices and challenges of multimodal strategies

This article investigates the use of Information and Communication Technologies (ICTs) in the educational context, emphasizing the adaptation of content to different learning profiles through multiple platforms. The study aims to analyze teachers’ perceptions and practices regarding the use of these technologies, as well as the challenges and potentialities related to their implementation in teaching. A qualitative approach was adopted, using a structured questionnaire to collect data from teachers in the city of Blumenau, in the state of Santa Catarina, Brazil. The findings indicate that, although most teachers use ICTs in their pedagogical practices, factors such as insufficient infrastructure and the lack of ongoing professional development limit their effective application. It was also observed that teachers recognize the potential of these tools to diversify teaching strategies, even though they do not consider them a substitute for teacher mediation. In this scenario, the need for investment in professional training and institutional support is highlighted to enable a more efficient integration of ICTs into the educational process. Finally, it is noted that the planned and contextualized use of these technologies can contribute to a form of teaching more aligned with the current context, provided it is supported by educational policies that promote their pedagogical applicability in a critical and reflective manner.