TECHNOLOGICAL INTEGRATION INTO EVERYDAY SCHOOL LIFE

Abstract

The integration of digital technologies into everyday school life remains a persistent challenge, marked by structural inequalities, cultural resistance, and gaps in teacher training. This article presents a critical analysis of how such integration occurs in Brazilian public schools, based on a review of academic literature addressing pedagogical uses of technology, curriculum obstacles, and innovative experiences linked to active learning methodologies. A qualitative bibliographic approach was adopted, grounded in recent educational and technological studies. The analysis reveals that, despite the growing presence of digital resources in schools, their connection with pedagogical practices remains weak. Teachers, central figures in the mediation process, often work without proper training, planning time, or institutional support. On the other hand, successful experiences with mobile learning, collaborative strategies, and interdisciplinary projects demonstrate that technology can be ethically, critically, and creatively integrated into education. The study concludes that integrating technology into schools requires rethinking curricula, enhancing teacher education, and recognizing digital culture as a formative dimension. Schools must serve as spaces for building critical digital citizenship, ensuring inclusion, authorship, and meaningful connections with contemporary life.