CHALLENGES OF TECHNOLOGICAL INTEGRATION IN BASIC EDUCATION

Abstract

This study addressed the integration of computer-based technologies into basic education classrooms, focusing on structural challenges and pedagogical opportunities. The research was guided by the question: what are the structural limits and pedagogical possibilities of integrating computer-based technologies in Brazilian basic education classrooms? The general objective was to analyze the main challenges and potential of this integration in the current educational context. The methodology adopted was a bibliographic review, based on authors who discuss the use of digital technologies in teaching practice, teacher training, and the transformations brought by digital culture. The development discussed elements such as school infrastructure, teacher training, active methodologies, and the required competencies in Education 4.0. The final considerations showed that despite the advancements and significant possibilities, barriers remain to full integration, especially concerning teacher preparation and equitable access. The study emphasized the need for public policies and coordinated actions to ensure the effective and critical pedagogical use of technologies. It also pointed out the importance of further studies to complement the findings and understand different educational contexts.