COLLABORATIVE PRACTICES MEDIATED BY DIGITAL TECHNOLOGIES AND THE PROMOTION OF TEACHER COLLABORATION IN ELEMENTARY EDUCATION

Abstract

This article aimed to analyze, through a bibliographic research, how collaborative practices mediated by digital technologies have been discussed in the scientific literature within the context of Elementary Education. The investigation was based on the understanding that teacher collaboration is essential to building a more democratic and meaningful education, especially when enhanced by digital tools that foster communication, active listening, and joint planning. The analysis covered studies published between 2019 and 2024, accessed from databases such as SciELO, CAPES, BDTD, and Google Scholar. The results show that although promising experiences exist, challenges remain, such as the lack of a collaborative culture in schools, insufficient technological infrastructure, and the need for continuous training aligned with teachers' realities. It is concluded that digital technologies, when combined with institutional commitment to collectivity, can expand possibilities for teacher articulation and contribute to more integrated and humanized pedagogical practices.