THE RELATIONSHIP OF ICT AND TEXTBOOKS

Abstract

This study aims to analyze the incorporation and effectiveness of Information and Communication Technologies (ICTs) in science textbooks used in the fifth year of elementary school in Santa Helena, Paraná, during the 2023-2026 period. ICTs are seen not only as technological tools, but as transformative agents capable of promoting more dynamic, interactive and inclusive learning. The qualitative research will adopt an interpretative approach to understand how ICTs are being integrated and explored in teaching materials, focusing on three specific examples. The study is justified by the need to fill gaps in the effective use of ICTs in education, especially at specific levels such as the fifth year of elementary school. It is expected to identify and reflect on the presence and approach of ICTs in textbooks, proposing reflections on pedagogical practices that enable a more effective use of these technologies, considering the specific characteristics and needs of each school context. It is clear that these technologies, over time, have not only revolutionized the way information is shared and accessed, but have also had a profound influence on the way individuals and communities interact and learn. By shaping social and educational dynamics, ICTs have established themselves as transformative agents, redefining teaching and learning processes.