DIGITAL TECHNOLOGIES IN REMEDIAL EDUCATION FOR STUDENTS IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article aimed to analyze the role of digital technologies in remedial education for students in the early years of elementary school, investigating their contributions, challenges, and impacts on the teaching and learning process. Methodologically, it is a bibliographic research with a qualitative approach, based on the analysis of scientific productions published between 2018 and 2024 in databases such as SciELO, Google Scholar, and the Virtual Education Library. Studies in Portuguese that address the pedagogical use of Information and Communication Technologies (ICTs) to overcome learning difficulties were prioritized. The results showed that the intentional use of technology promotes greater engagement, autonomy, and personalization of learning, transforming remedial education into a dynamic, interactive, and inclusive space. Moreover, the teacher’s role is essential in this process, acting as a mediator between the student and knowledge. It is concluded that digital technologies, when applied with pedagogical planning and sensitivity, contribute to the construction of more meaningful and equitable education.