Integração da educação digital no ensino fundamental: estágio atual e desafios

Abstract

The research aims to describe the current stage of Digital Education (DE) integration in Elementary Education, using the proposals of the National Common Curricular Base (BNCC) and the National Policy on Digital Education (PNED) as references. Since digital technologies are present in various everyday activities, they can no longer be ignored or excluded from schools. For at least 30 years, government programs have been promoting their integration into the learning environment of basic education. As a result, this topic offers abundant research findings that, through systematic analysis, can provide an overview of successful initiatives and the limitations of public policies in the school context. Moreover, the identification of good practices enables the compilation of these as sources of inspiration for schools in the initial stages of implementing DE in elementary education. To this end, bibliographic research was conducted in the form of a systematic review, complemented by document analysis of Political Pedagogical Projects (PPP) from three schools in Belo Horizonte. Data were analyzed based on the Content Analysis method by Laurence Bardin. The systematic analysis indicated that current research identifies benefits in using Digital Information and Communication Technologies (DICT) in the teaching-learning context, particularly emphasizing greater student engagement with studies, resulting in effective learning. However, this is a superficial perspective compared to the prescriptions of the BNCC and PNED. This perception aligns with the evidence found in the PPP sample study. There is a significant discrepancy between what normative documents propose and what is planned for the school environment. The studied research provides clues pointing to significant limitations in integrating digital technologies into teaching practices.