Design gráfico e TDIC no ensino fundamental: estudo na rede municipal de Vinhedo/SP

Abstract

This study presents a situational diagnosis regarding the integration of graphic design and Digital Information and Communication Technologies (DICT) in Elementary Education within the municipal school network of Vinhedo/SP. The research, descriptive-exploratory and quantitative in nature, was conducted between 2025 and 2026. The sample included 20 schools and 20 Art teachers, representing 55.5% of the school units and 44.4% of the specific teaching staff in the network. Data were collected via structured digital questionnaires focused on technological infrastructure and teaching profiles, and processed using descriptive statistics. The results reveal a structural paradox: although there is high internet availability (average of 4.0) and operational computer labs (70%), the presence of licensed software for graphic design is non-existent (0%). Furthermore, digital tools act mostly as support for content transmission (projectors) rather than for active creation. A young (60% with 1 to 3 years of teaching experience) and digitally fluent workforce was also identified, but with low pedagogical familiarity with applying technologies in class (average of 1.75) and low participation in continuing education regarding DICT (average of 0.55). The study concludes that the scenario of instrumental inequality restricts graphic design practices within the curriculum, demanding strategic adaptations and hybrid approaches to overcome the lack of specific tools.