Educação digital: práticas de ensino no contexto dos novos perfis geracionais

Abstract

This study aims to analyze possible changes in the teaching practices of teachers in a municipal school in southern Minas Gerais, Brazil, who work in the early years of elementary school, considering the specific needs of children born into digital culture. Its specific objectives are: to define the main characteristics of the generational profile of children born into digital culture; to investigate possible positive and negative implications of the use of digital technology in the teaching-learning process in the early years of elementary school; to analyze changes in the teaching practices of elementary school teachers, considering the specific needs of children born into digital culture; and to propose, through a didactic sequence, viable alternatives to integrate digital technologies in a critical, meaningful, and effective way into the teachinglearning process in the early years of elementary school. The methodology involves exploratory qualitative research, using online questionnaires and semi-structured interviews with teachers, and analysis of the collected data to understand current practices and propose improvements. The results showed that teachers recognize the importance of rethinking their practices to meet the needs of children in the digital culture and are gradually adapting to this reality. The planned integration of technological resources has sparked greater student interest and participation in classes. Changes in teaching practices are happening progressively and reflect teachers' attention to the needs of their classes and their role as mediators of knowledge. It is concluded that understanding this process contributes to valuing the work of teachers and strengthening a more creative, participatory education aligned with new generations, where the conscious use of technologies fosters meaningful learning and integrates education and digital culture. Therefore, an interactive teaching sequence structured in four stages is proposed as an educational product. This proposal aims to support teachers in integrating digital technologies in a simple, accessible way, aligned with the reality of children, favoring the construction of more participatory and meaningful learning. Furthermore, the educational product offers practical and adaptable material that can be used in different classes and contexts, expanding the scope of the research and strengthening the relationship between teaching, technology, and digital culture.