THE INSERTION OF TECHNOLOGIES IN THE SCHOOL CURRICULUM: CHALLENGES AND TEACHER RESISTANCE

Abstract

The study addressed the integration of digital technologies into the school curriculum and the challenges teachers faced in this process. The research was based on the problem of difficulties encountered by educators in incorporating and using technological resources in a pedagogical and meaningful way. The general objective was to analyze the main barriers that hindered this integration, focusing on formative, structural, and pedagogical aspects. A bibliographic research methodology was used, enabling the collection and interpretation of theoretical perspectives on the subject. The development highlighted the lack of teacher training, inadequate infrastructure, unequal access to digital resources, and pedagogical resistance to educational changes. The conclusions indicated that effective integration requires continuous training, infrastructure investment, and pedagogical innovation, as well as further research to deepen understanding.