DIGITAL TECHNOLOGIES IN THE BRAZILIAN SCHOOL CONTEXT: A SYSTEMATIC LITERATURE REVIEW

Abstract

This research aimed to analyze the Brazilian academic production regarding the use of Digital Information and Communication Technologies (TDIC) and the media in education and what are their relations in the Brazilian school context. The qualitative approach research adopted a systematic literature review as a data collection procedure, following the PRISMA model, whose search for related studies occurred in two databases, namely: SciELO and Portal de Periódicos da Capes. For data analysis, Bardin's (2009) content analysis technique was used. The search resulted in seventeen studies selected and published from 2017 to 2021, classified into six categories: 1) Transformation of the reality of the subjects involved in the face of the promotion of digital social inclusion and student autonomy, 2) Teacher promoting experience, practice and simulation of situations with the use of TDIC for the student, 3) Generation of motivation, collaboration and communication in active students during their learning, 4) Teacher insecurity caused by deficient initial and continued training, 5) Instrumentalization of technology in the focused educational context in the transmission of information and 6) Lack of infrastructure, public policy incentives and management support in educational institutions. It is concluded that the digital school culture can be legitimately established when there is appreciation and professional training of teachers, in view of teaching knowledge for the use of DICT, effectiveness in complying with public policies, commitment to school management and integration between practices school and social practices.