RESUMEN El trabajo expone los resultados del proyecto de extensión universitaria que se titula “Tecno-Historia MDQ II. El Museíto informático de la EESTN3” e impulsa la construcción de un pequeño museo histórico-educativo de la informática nacional con artefactos que -puestos en valor a modo de dispositivo pedagógico- se orientan a las audiencias escolares y al público en general. En dicho proyecto se afrontaron, al menos, tres conjuntos de problemas: las discusiones y acciones respecto de la activación patrimonial de artefactos informáticos; la vinculación entre el debate académico sobre las historias de la informática nacional, su enseñanza y comunicación pública; y, finalmente, el cruce entre la historia, la memoria y los procesos de patrimonialización en el marco de la democratización del conocimiento sobre la informática.

ABSTRACT The paper presents the results of an extension university project entitled “Tecno-History MDQ II. The Museíto informático de la EESTN3” promotes the construction of a small historical-educational museum of national informatics with artefacts that are oriented to school audiences and the general public. These artefacts are considering as a pedagogical device, with the aim to recover his value. In this extension project, at least three sets of problems were addressed: the discussions and actions regarding the heritage activation of computer artefacts; the link between the academic debate on the history of national computing, its teaching and public communication; and, finally, the intersection between history, memory and heritage processes in the framework of the democratisation of knowledge about computing.

RESUMO O trabalho apresenta os resultados do projeto de extensão universitária intitulado “Tecno-História MDQ II. O Museu da Informática EESTN3” e promove a construção de um pequeno museu histórico-educativo da informático nacional com artefatos que - valorizados como dispositivo pedagógico - se destinam ao público escolar e ao público em geral. Neste projeto foram enfrentados pelo menos três conjuntos de problemas: as discussões e ações relativas à ativação patrimonial de artefatos informáticos; a ligação entre o debate acadêmico sobre as histórias da informática nacional, seu ensino e comunicação pública; e, por fim, a intersecção entre história, memória e processos patrimoniais no quadro da democratização do conhecimento sobre a informática.

Resumen Este estudio aborda como objetivo analizar el impacto de las Tecnologías de la Información y Comunicación (TIC) en la educación universitaria, y cómo estos favorecen la implementación de métodos de enseñanza más flexibles, personalizados e interactivos, adecuados para estudiantes contemporáneos. Mediante revisión bibliográfica, se examinaron estudios que abordan la reconfiguración del entorno educativo, enfatizando el papel evolutivo y crucial del docente en un contexto tecnológicamente avanzado. Se debate cómo los educadores se han ido adaptando para cumplir con las expectativas y necesidades de un cuerpo estudiantil tecnológicamente competente, además, se destaca el desafío continuo que enfrentan las instituciones educativas para mantenerse a la vanguardia con los avances tecnológicos, este desafío incluye no solo la actualización constante de sus recursos tecnológicos, sino también la revisión y actualización de sus enfoques pedagógicos para garantizar una oferta educativa que sea pertinente con las tendencias actuales. El trabajo concluye que la integración efectiva y reflexiva de las TIC en la educación superior es esencial para contrubuir a la calidad de la enseñanza y el aprendizaje, y preparar adecuadamente a los estudiantes para enfrentarse a un mundo cada vez más digitalizado y globalizado. Se sugiere que un enfoque proactivo en la adopción de las TIC puede ofrecer oportunidades para enriquecer la experiencia educativa y para equipar a los actores del proceso educativo con habilidades para prosperar en el futuro.

Resumen This study aims to analyze the impact of Information and Communication Technologies (ICT) in university education, and how these favor the implementation of more flexible, personalized and interactive teaching methods, suitable for contemporary students. Through a bibliographic review, studies that address the reconfiguration of the educational environment are examined, emphasizing the evolutionary and crucial role of the teacher in a technologically advanced context. It discusses how educators have been adapting to meet the expectations and needs of a technologically competent student body, in addition, it highlights the continuous challenge that educational institutions face to stay at the forefront with technological advances, this challenge includes not only the constant updating of its technological resources, but also the review and updating of its pedagogical approaches to guarantee an educational offer that is relevant to current trends. The work concludes that the effective and thoughtful integration of ICT in higher education is essential to build the quality of teaching and learning, and adequately prepare students to face an increasingly digitalized and globalized world. It is suggested that a proactive approach to the adoption of ICT can offer opportunities to enrich the educational experience and to equip actors in the educational process with skills to thrive in the future.

Resumen El presente artículo tiene como objetivo reportar el proceso de planificación del evento, su diseño, desarrollo, implementación y reflexión de las lecciones aprendidas en el evento científico realizado en el contexto del 20 Aniversario de la Licenciatura en Ciencias de la Educación de la Universidad Autónoma del Estado de Hidalgo en el periodo de pandemia del COVID-19 de manera virtual. Se llevó a cabo mediante la plataforma de Zoom en donde se desarrollaron distintas actividades científicas como: conferencias, presentaciones de libros, talleres, conversatorios y foros. Para evaluar el impacto de las actividades se aplicó un cuestionario en línea a los participantes. Los resultados obtenidos reflejan una evaluación positiva del evento por las distintas actividades realizadas, así como el interés de que se continúen generando espacios que permitan escuchar la experiencia de los docentes, estudiantes, egresados y de invitados nacionales e internacionales que aborden temas relacionados con las Ciencias de la Educación.

Abstract The objective of this article is to report the planning process of the event, its design, development, implementation and reflection of the lessons learned in the scientific event held in the context of the 20th Anniversary of the Bachelor's Degree in Education Sciences of the Autonomous University of State of Hidalgo during the COVID-19 pandemic period virtually. It was carried out through the Zoom platform where different scientific activities were developed such as: conferences, book presentations, workshops, discussions and forums. To evaluate the impact of the activities, an online questionnaire was administered to the participants. The results obtained reflect a positive evaluation of the event due to the different activities carried out, as well as the interest in continuing to generate spaces that allow listening to the experience of teachers, students, graduates and national and international guests who address topics related to Sciences. of Education.

Resumen Las Tecnologías de la Información y las Comunicaciones (TIC) han seguido una trayectoria de desarrollo sistemático y acelerado, marcando transformaciones en diversos sectores de la sociedad. En este contexto dinámico, las instituciones de educación superior enfrentan el imperativo de adaptarse y evolucionar de manera coherente y estratégica en respuesta al progreso tecnológico, científico-técnico y metodológico. Se exige del reconocimiento de niveles de integración en los procesos de formación de posgrado y estas tecnologías. Desde esta perspectiva se planteó como objetivo general, describir experiencias de avanzada en función de las vivencias pedagógicas en la Educación de Posgrado en la Facultad de Postgrado de la Universidad Técnica de Manabí (UTM). Se utilizó una metodología de tipo descriptiva, transversal y con diseño no experimental, con diversos métodos científicos, como el estudio documental, analítico-sintético, sistematización, entrevista no estructurada y estudio de caso. Se analizó la realidad de los programas de posgrado en la Facultad de Posgrado de la UTM, con el empleo de las TIC, y en correspondencia se expresó la emergencia de estrategias orientadas a la actualización de los docentes. Se consultaron diversos autores con estudios relacionados con el empleo de ambientes virtuales y la modalidad en línea en el 4to nivel, y se pudo apreciar, que la tendencia es al aumento de esta modalidad en los programas y así los hace más competitivos y con mayor demanda.

Abstract Information and Communications Technologies (ICT) have followed a trajectory of systematic and accelerated development, marking transformations in various sectors of society. In this dynamic context, higher education institutions face the imperative to adapt and evolve in a coherent and strategic manner in response to technological, scientific-technical and methodological progress. Recognition of levels of integration in postgraduate training processes and these technologies is required. From this perspective, the general objective was proposed to describe advanced experiences based on pedagogical experiences in Graduate Education at the Graduate Faculty of the Technical University of Manabí (UTM). A descriptive, transversal methodology with a non-experimental design was used, with various scientific methods, such as documentary, analytical-synthetic, systematization, unstructured interviews and case studies. The reality of the postgraduate programs in the Graduate Faculty of the UTM was analyzed, with the use of ICT, and in correspondence the emergence of strategies aimed at updating teachers was expressed. Various authors were consulted with studies related to the use of virtual environments and the online modality in the 4th level, and it was possible to see that the trend is to increase this modality in the programs and thus makes them more competitive and with greater demand.

As competências docentes digitais são definidas como os conhecimentos, habilidades e atitudes que possibilitam o desenvolvimento satisfatório do profissional por meio do uso das tecnologias de informação e comunicação. O potencial das ferramentas e recursos digitais no domínio educativo é bastante elevado, razão pela qual o desenvolvimento destas competências nos professores se torna uma prioridade. A pesquisa analisou teoricamente e com base em fontes documentais o impacto educacional gerado pela implementação de competências digitais nos processos educacionais. A metodologia foi transversal e quantitativa, sendo aplicado um inquérito a uma amostra de 86 professores. Os resultados apoiam o impacto positivo da tecnologia para otimizar os processos educacionais, daí a importância do desenvolvimento de competências pedagógicas digitais para alcançar melhores resultados educacionais.

Digital teaching competencies are defined as the knowledge, skills and attitudes that enable a satisfactory development of the professional through the use of information and communication technologies. The potential of digital tools and resources in the educational field is quite high, so the development of these competencies in teachers becomes a priority. The research analyzed theoretically and based on documentary sources the educational impact generated by the implementation of digital competencies in educational processes. The methodology was cross-sectional and quantitative, using a survey applied to a sample of 86 teachers. The results support the positive impact of technology to optimize educational processes, therefore, the importance of developing teachers' digital competencies to achieve better educational results.

Las competencias digitales docentes se definen como los conocimientos, habilidades y actitudes que posibilitan un desenvolvimiento satisfactorio del profesional mediante el empleo de las tecnologías de la información y comunicación. El potencial de las herramientas y recursos digitales en el campo educativo es bastante alto, por lo cual se vuelve prioritario el desarrollo de estas competencias en los docentes. La investigación analizó de manera teórica y con base en fuentes documentales el impacto educativo que genera la implementación de las competencias digitales en los procesos educativos. La metodología fue de corte transversal y cuantitativa, se utilizó una encuesta aplicada a una muestra de 86 docentes. Los resultados sustentan el impacto positivo de la tecnología para optimizar los procesos educativos, por tanto, la importancia del desarrollo de competencias digitales docentes para el logro de mejores resultados educativos.

RESUMEN El presente artículo aborda problemáticas vinculadas con la contemporaneidad a partir del estudio de caso de la miniserie británica Black Mirror (Espejo Negro). Se busca responder a si muestra un escenario utópico, y por tanto supone una superación de la realidad, o si, por el contrario, resulta una representación de la sociedad actual. Para ello se reflexiona sobre el impacto y repercusión de las Tecnologías de la Relación, la Información y la Comunicación (TRIC) en la actualidad a nivel individual y colectivo. La metodología aplicada responde a un análisis de la serie donde se pueden examinar los cambios que el ser humano experimenta en consonancia con las nuevas realidades, tanto sociales como culturales, desarrolladas en su entorno. Partiendo de la hipótesis de que la serie describe situaciones reales enfatizadas por medio del empleo de las tecnologías, el principal resultado del estudio es que Black Mirror a través de diferentes recursos pone en valor una actualidad conocida, porque forma parte de nuestro presente; pudiéndonos identificar con algunas de las situaciones, todavía utópicas.

ABSTRACT This article addresses issues related to contemporaneity based on the case study of the British TV series Black Mirror. It seeks to answer whether it shows a utopian scenario that represents a surpassing of reality or reflects the current society. For this, we reflect on the impact and repercussion of present Relationship, Information and Communication Technologies (ICTs) at the individual and collective level. The methodology applied responds to an analysis of the series where it is possible to examine the changes that human beings experience under the new social and cultural realities developed in their environment. Based on the hypothesis that the series describes real situations emphasized through the use of technologies, the main result of the study is that Black Mirror, through different resources, puts into value a familiar present because it is part of our present, being able to identify us with some of the still utopian situations.

RESUMEN La integración de las Tecnologías de la Información y las Comunicaciones (TIC) en las prácticas educativas requiere que el profesorado posea competencias tecnológicas adecuadas y actualizadas. Para ello, organizaciones e instituciones desarrollan marcos de competencias y estándares de las TIC que orientan el desempeño docente en niveles relevantes para perfiles formativos. No obstante, su variedad y enfoques particulares implicaría que, al aplicarlos, algunos aspectos podrían no ser considerados. La investigación que originó el presente artículo tuvo el objetivo de elaborar un marco común de estándares digitales a partir de las propuestas de diversos marcos de estándares y competencias digitales vinculados a la práctica docente. Mediante un enfoque cualitativo y un análisis documental, se identificaron aspectos similares en ocho marcos de estándares y competencias digitales. Entre los resultados se identificaron cuatro dimensiones principales, con énfasis en los aspectos pedagógicos y una menor atención a los aspectos éticos y actitudinales vinculados al uso de las tecnologías en educación. A partir de este análisis, fue posible crear un marco común de estándares que recogen las preocupaciones comunes y aportes particulares de los diferentes marcos analizados.

ABSTRACT The integration of Information and Communication Technologies (ICT) in educational practices requires teachers to have adequate and updated technological competencies. To this end, organizations and institutions develop ICT competencies structures and standards that guide teaching performance at relevant levels for training profiles. However, their variety and particular approaches imply that, when applying them, some aspects may not be considered. The research that initiated this article had the objective of elaborating a common framework of digital standards based on the proposals of multiple frameworks of digital standards and competencies linked to the teaching practice. Through a qualitative approach and documentary analysis, similar aspects were identified in eight frameworks of digital standards and competencies. Among the results, four main dimensions were identified, with emphasis on pedagogical aspects and less attention to ethical and attitudinal aspects related to the use of technologies in education. Based on this analysis, it was possible to create a common framework of standards that reflect the common concerns and particular contributions of the different frameworks analyzed.

Visible light communication is a present technology which allows data to be transmitted by modulating information onto a light source. It has many advantages over traditional radio frequency communication and up to 10,000 times larger bandwidth. Many existing research in visible light communication assumes a synchronized channel, however, this is not always easily achieved. This paper proposes a novel synchronized VLC system with the potential to ensure reliable communication in both intra- and inter-vehicle communication. The protocol achieves synchronization at the symbol level using the transistor-transistor logic protocol and achieves frame synchronizations with markers. Consequently, the deployment of the system in both intra- and inter-vehicle communication may present numerous advantages over existing data transmission processes. A practical application where visible light communication is used for media streaming is also previewed. In addition, various regions of possible data transmission are determined to infer forward error correction schemes to ensure reliable communication.

ABSTRACT This article presents the results of a research that sought to understand the theoretical-methodological approaches that underlie the continuing education of teachers from the State Public Education Network of Santa Catarina - Brazil, for the integration of Information and Communication Technologies (ICT) in pedagogical practice. To this end, the clipping presented in this article explains the concepts of training and technology expressed in six (6) teacher training proposals from 2008 to May 2020. It is characterized as documentary research based on Bardin's content analysis (2004) in a qualitative approach. Theoretical discussions focused on the conceptions, perspectives and historical aspects of teacher education, specifically continuing education, with the authors Freire (1997) and Nóvoa (2002), and on the philosophy of technology, with reference to Pinto (2005) and Feenberg (2002, 2013). It is understood that the continuing education process lacks understanding of technology in its historical, philosophical and pedagogical dimensions.

Resumen Este artículo presenta los resultados de una investigación que buscó comprender los enfoques teórico-metodológicos que subyacen en la formación permanente de docentes de la Red de Educación Pública del Estado de Santa Catarina - Brasil, para la integración de las Tecnologías de la Información y la Comunicación (TIC) en la práctica pedagógica. Para ello, el extracto presentado en este artículo explica los conceptos de formación y tecnología expresados en seis (6) propuestas de formación docente desde 2008 hasta mayo de 2020. Esta se caracteriza como una investigación documental basada en el análisis de contenido (Bardin, 2004), bajo un enfoque cualitativo. Las discusiones teóricas se centran en las concepciones, perspectivas y aspectos históricos de la formación docente, específicamente de la formación continua, desde la mirada de autores como Freire (1997) y Nóvoa (2002), y en la filosofía de la tecnología, con las referencias de Pinto (2005) y Feenberg (2002, 2013). Se concluye que el proceso de formación continua carece de comprensión de la tecnología en sus dimensiones histórica, filosófica y pedagógica.

RESUMO Este artigo apresenta resultados de uma pesquisa que buscou compreender as abordagens teórico-metodológicas que fundamentam as propostas de cursos da formação continuada dos professores da Rede Pública Estadual de Ensino de Santa Catarina - Brasil, para integração das Tecnologias de Informação e Comunicação (TIC) na prática pedagógica. Para tanto, o recorte apresentado neste artigo explicita os conceitos de formação e tecnologia expressos em seis (6) propostas de formação de professores no período de 2008 a maio de 2020. Caracteriza-se como pesquisa documental a partir da análise de conteúdo de Bardin (2004) numa abordagem qualitativa. As discussões teóricas se centraram nas concepções, perspectivas e aspectos históricos da formação de professores, especificamente a formação continuada, com os autores Freire (1997)e Nóvoa (2002), e na filosofia da tecnologia, tendo como referência Pinto (2005) e Feenberg (2002, 2013). Compreende-se que o processo de formação continuada carece da compreensão da tecnologia em suas dimensões histórica, filosófica e pedagógica.

The teaching of English First Additional Language (EFAL) in South Africa is gradually changing from the traditional style because of the devastating effects of the COVID-19 pandemic. Efforts are being made to stimulate learners' interest in learning which include using information communication technology (ICT) in the form of e-learning to enhance understanding. The outbreak of the coronavirus disease (COVID-19) was a major challenge as it compelled teachers to engage in online teaching - even those who were never trained in the use of technology. A qualitative research method in the form of semi-structured interviews was used to collect data from 15 EFAL teachers who were purposefully selected on the basis that they used e-learning to supplement their face-to-face teaching. I found that the integration of e-learning to the traditional physical contact style was essential in improving the teaching of EFAL. The majority of participants, however, highlighted that they still encountered challenges related to heavy workload and efforts to complete items listed in the work programme. Inadequate training of teachers on e-learning, a lack of resources and poor connectivity also acted as barriers to the full implementation of blended learning, which considerably improves learners' performance.

ABSTRACT Objective: To describe and analyze, at various levels, the communication exchanges that took place in a group chat of intensivists using the instant messaging application WhatsApp during the first stage of the COVID-19 pandemic, specifically on the day the first case was confirmed in Mexico. An intense situation showing the three dimensions of the theoretical framework is stood out. Materials and methods: A qualitative research of WhatsApp messages shared between 239 intensivists at the beginning of the pandemic, specifically throughout February 27, 2020. A narrative analysis was used to interpret a fragment of a chat. A schema with three dimensions (analysis of shared information, standards of social action in COVID-19 patient care and emotional expressions) was developed to code and classify the messages. Results: The communication exchanges via WhatsApp made it possible to give meaning to the emerging knowledge about COVID-19 in the narrative plots. They also influenced the implementation of appropriate actions in hospital environments and helped modulate emotions in front of the pandemic. In addition, it fostered bonds of solidarity and empathy between intensivists to face personal and social suffering with resilience. Conclusions: The chat messages reflected human relationships and the deep concerns of people in crisis situations. The study provided insight into the forms and meanings of communication exchanges with the use of technological devices in times of crisis to guide the implementation of actions in emerging situations such as the COVID-19 pandemic. WhatsApp responded to the need for information, with scientific and truthful data, about the pandemic. It was noted that intensivists benefited from instant messaging by cooperating in critical situations and experiences within the context of an evolving health crisis.

RESUMEN Objetivo: Describir y analizar, en varios niveles, los intercambios comunicativos sucedidos en un chat grupal de médicos intensivistas dentro de la aplicación de mensajería instantánea WhatsApp durante la primera etapa de la pandemia de la COVID-19, específicamente el día en que fue confirmado el primer caso en México. Se destaca una situación intensa donde se manifiestan los tres niveles analíticos del marco teórico. Materiales y métodos: Investigación cualitativa de la transcripción de los diálogos sostenidos en WhatsApp entre 239 médicos intensivistas al inicio de la pandemia, específicamente a lo largo del 27 de febrero del 2020. Se utilizó el análisis narrativo para interpretar el fragmento del chat. Se elaboró un esquema con tres dimensiones (análisis de la información compartida, estándares de acción social en la atención a pacientes COVID-19 y expresiones emocionales) para codificar y categorizar los diálogos. Resultados: Los intercambios comunicativos por WhatsApp permitieron dar sentido al conocimiento emergente sobre la COVID-19 expuesto en las tramas narrativas. También influyó en la orientación de acciones pertinentes en los contextos hospitalarios y ayudó a modular las emociones ante la pandemia. Además, fomentó lazos de solidaridad y empatía entre los médicos intensivistas para afrontar con resiliencia el sufrimiento personal y social. Conclusiones: Los diálogos del chat reflejaron las relaciones humanas y las profundas inquietudes de las personas en situaciones de crisis. El estudio permitió comprender las formas y los significados de los intercambios comunicativos con el uso de dispositivos tecnológicos en tiempos de crisis para orientar la implementación de acciones en situaciones emergentes como la pandemia de la COVID-19. El WhatsApp respondió a la necesidad de información, con datos científicos y verídicos, sobre la pandemia. Se apreció que los médicos intensivistas se beneficiaron de la mensajería instantánea al cooperar en situaciones y experiencias críticas en el marco de una crisis sanitaria en evolución.

Resumo As Tecnologias da Informação e Comunicação em Saúde permitem o armazenamento e processamento de dados digitais, acesso a informações e comunicações à distância. O objetivo deste artigo foi descrever a utilização destas tecnologias para o apoio à prática clínica e educação permanente pelas equipes de saúde da atenção primária à saúde do Brasil no período de 2014 a 2018, no âmbito do Programa de Melhoria do Acesso e da Qualidade na Atenção Básica, segundo características do contexto geopolítico. É um estudo transversal que analisou os dados coletados junto às equipes das Unidades Básicas de Saúde. Foi observada uma crescente utilização pelas equipes dos recursos da Telessaúde, Rede Universitária de Telemedicina e Universidade Aberta do Sistema Único de Saúde para auxílio à prática clínica e educação permanente em saúde. Nas regiões Norte e Nordeste o uso destas tecnologias dobrou, do ciclo II ao ciclo III. A necessidade de investimentos em infraestrutura, recursos humanos na Atenção Primária à Saúde, qualificação e formação profissional é um caminho para o fortalecimento do Sistema Único de Saúde e sua Rede de Atenção em Saúde, contribuindo para um fluxo de atendimento contínuo, com qualidade e acesso universal.

Abstract Information and Communication Technologies in Health allow the storage and processing of digital data, access to information and remote communications. The objective of this article was to describe the use of these Technologies to support clinical practice and continuing education by primary health care teams in Brazil the period of 2014 to 2018, within the scope of the Access and Quality Improvement Program Basic, according to characteristics of the geopolitical context. It’s a cross-sectional study that analyzed the data collected from the teams of the Basic Health Units. A growing use by the teams of Telehealth resources, the Telemedicine University Network and the Open University of the Unified Health System was observed to aid clinical practice and permanent health education. In the North and Northeast regions, the use of these Technologies doubled, from cycle II to cycle III. The need for investments in infrastructure, human resources in Primary Health Care, qualification and professional training is a way to strengthen the Unified Health System and its Health Care Network, contributing to a continuous flow of care, with quality and access universal.

Abstract Information and Communication Technologies in Health allow the storage and processing of digital data, access to information and remote communications. The objective of this article was to describe the use of these Technologies to support clinical practice and continuing education by primary health care teams in Brazil the period of 2014 to 2018, within the scope of the Access and Quality Improvement Program Basic, according to characteristics of the geopolitical context. It’s a cross-sectional study that analyzed the data collected from the teams of the Basic Health Units. A growing use by the teams of Telehealth resources, the Telemedicine University Network and the Open University of the Unified Health System was observed to aid clinical practice and permanent health education. In the North and Northeast regions, the use of these Technologies doubled, from cycle II to cycle III. The need for investments in infrastructure, human resources in Primary Health Care, qualification and professional training is a way to strengthen the Unified Health System and its Health Care Network, contributing to a continuous flow of care, with quality and access universal.

Resumo As Tecnologias da Informação e Comunicação em Saúde permitem o armazenamento e processamento de dados digitais, acesso a informações e comunicações à distância. O objetivo deste artigo foi descrever a utilização destas tecnologias para o apoio à prática clínica e educação permanente pelas equipes de saúde da atenção primária à saúde do Brasil no período de 2014 a 2018, no âmbito do Programa de Melhoria do Acesso e da Qualidade na Atenção Básica, segundo características do contexto geopolítico. É um estudo transversal que analisou os dados coletados junto às equipes das Unidades Básicas de Saúde. Foi observada uma crescente utilização pelas equipes dos recursos da Telessaúde, Rede Universitária de Telemedicina e Universidade Aberta do Sistema Único de Saúde para auxílio à prática clínica e educação permanente em saúde. Nas regiões Norte e Nordeste o uso destas tecnologias dobrou, do ciclo II ao ciclo III. A necessidade de investimentos em infraestrutura, recursos humanos na Atenção Primária à Saúde, qualificação e formação profissional é um caminho para o fortalecimento do Sistema Único de Saúde e sua Rede de Atenção em Saúde, contribuindo para um fluxo de atendimento contínuo, com qualidade e acesso universal.

Abstract Information and Communication Technologies in Health allow the storage and processing of digital data, access to information and remote communications. The objective of this article was to describe the use of these Technologies to support clinical practice and continuing education by primary health care teams in Brazil the period of 2014 to 2018, within the scope of the Access and Quality Improvement Program Basic, according to characteristics of the geopolitical context. It’s a cross-sectional study that analyzed the data collected from the teams of the Basic Health Units. A growing use by the teams of Telehealth resources, the Telemedicine University Network and the Open University of the Unified Health System was observed to aid clinical practice and permanent health education. In the North and Northeast regions, the use of these Technologies doubled, from cycle II to cycle III. The need for investments in infrastructure, human resources in Primary Health Care, qualification and professional training is a way to strengthen the Unified Health System and its Health Care Network, contributing to a continuous flow of care, with quality and access universal.

Resumo As Tecnologias da Informação e Comunicação em Saúde permitem o armazenamento e processamento de dados digitais, acesso a informações e comunicações à distância. O objetivo deste artigo foi descrever a utilização destas tecnologias para o apoio à prática clínica e educação permanente pelas equipes de saúde da atenção primária à saúde do Brasil no período de 2014 a 2018, no âmbito do Programa de Melhoria do Acesso e da Qualidade na Atenção Básica, segundo características do contexto geopolítico. É um estudo transversal que analisou os dados coletados junto às equipes das Unidades Básicas de Saúde. Foi observada uma crescente utilização pelas equipes dos recursos da Telessaúde, Rede Universitária de Telemedicina e Universidade Aberta do Sistema Único de Saúde para auxílio à prática clínica e educação permanente em saúde. Nas regiões Norte e Nordeste o uso destas tecnologias dobrou, do ciclo II ao ciclo III. A necessidade de investimentos em infraestrutura, recursos humanos na Atenção Primária à Saúde, qualificação e formação profissional é um caminho para o fortalecimento do Sistema Único de Saúde e sua Rede de Atenção em Saúde, contribuindo para um fluxo de atendimento contínuo, com qualidade e acesso universal.

Abstract Information and Communication Technologies in Health allow the storage and processing of digital data, access to information and remote communications. The objective of this article was to describe the use of these Technologies to support clinical practice and continuing education by primary health care teams in Brazil the period of 2014 to 2018, within the scope of the Access and Quality Improvement Program Basic, according to characteristics of the geopolitical context. It’s a cross-sectional study that analyzed the data collected from the teams of the Basic Health Units. A growing use by the teams of Telehealth resources, the Telemedicine University Network and the Open University of the Unified Health System was observed to aid clinical practice and permanent health education. In the North and Northeast regions, the use of these Technologies doubled, from cycle II to cycle III. The need for investments in infrastructure, human resources in Primary Health Care, qualification and professional training is a way to strengthen the Unified Health System and its Health Care Network, contributing to a continuous flow of care, with quality and access universal.

Resumo As Tecnologias da Informação e Comunicação em Saúde permitem o armazenamento e processamento de dados digitais, acesso a informações e comunicações à distância. O objetivo deste artigo foi descrever a utilização destas tecnologias para o apoio à prática clínica e educação permanente pelas equipes de saúde da atenção primária à saúde do Brasil no período de 2014 a 2018, no âmbito do Programa de Melhoria do Acesso e da Qualidade na Atenção Básica, segundo características do contexto geopolítico. É um estudo transversal que analisou os dados coletados junto às equipes das Unidades Básicas de Saúde. Foi observada uma crescente utilização pelas equipes dos recursos da Telessaúde, Rede Universitária de Telemedicina e Universidade Aberta do Sistema Único de Saúde para auxílio à prática clínica e educação permanente em saúde. Nas regiões Norte e Nordeste o uso destas tecnologias dobrou, do ciclo II ao ciclo III. A necessidade de investimentos em infraestrutura, recursos humanos na Atenção Primária à Saúde, qualificação e formação profissional é um caminho para o fortalecimento do Sistema Único de Saúde e sua Rede de Atenção em Saúde, contribuindo para um fluxo de atendimento contínuo, com qualidade e acesso universal.