EDUCATION AND TECHNOLOGY: THE ROLE OF DIGITAL LITERACY IN DEVELOPING COMPETENCIES IN UPPE ELEMENTARY EDUCATION

Abstract

The increasing digitalization of society has significantly transformed educational processes, requiring students to develop new skills to interact critically and effectively in the digital environment. In this context, digital literacy in lower secondary education (Ensino Fundamental II) is essential for equipping students to use technology in a reflective and productive manner. This study aims to analyze the impact of digital literacy on the development of student competencies at this educational level, as well as the challenges faced in its effective implementation in schools. The research was conducted using a qualitative approach, based on a literature review, including studies by authors such as Buckingham (2007), Kenski (2019), Moran (2018), and Prensky (2012), who discuss the relationship between technology and education. The results show that digital literacy is not limited to familiarity with electronic devices but involves essential skills such as critical thinking, safe internet navigation, and the analysis of information across different media. Additionally, it was found that the proper use of digital technologies can make learning more dynamic and interactive, increasing student engagement in the educational process. However, the study also revealed significant challenges, such as the lack of adequate technological infrastructure in many public schools, inequality in internet access, and the need for continuous teacher training for the effective application of digital tools in education. According to Santos and Almeida (2020), the absence of public policies ensuring equitable access to technology hinders the inclusive implementation of digital literacy, exacerbating educational inequalities. Given this scenario, the study highlights the importance of investments in technological infrastructure, teacher training, and the development of innovative pedagogical methodologies that strategically integrate digital technologies into the school curriculum. Only through an educational plan that addresses these aspects will it be possible to ensure that all students have access to the opportunities provided by digital literacy, preparing them for the challenges of the information age. Thus, it is concluded that digital literacy plays a crucial role in forming more autonomous, critical, and digitally proficient students. However, its effective implementation still depends on overcoming structural and pedagogical barriers. This study aims to contribute to the debate on the need for public policies that promote digital inclusion in basic education, ensuring that all students can develop the necessary competencies for the 21st century.