THE USE OF DIGITAL TECHNOLOGIES IN THE TEACHING AND LEARNING PROCESS IN THE MUNICIPAL EDUCATION NETWORK OF BIRITINGA – BA

Abstract

The advancement of Digital Information and Communication Technologies (DICT) has required significant reconfigurations in teaching practices and pedagogical processes in basic education. However, many teachers still face difficulties in integrating these resources into their pedagogical practices in a critical, creative, and meaningful way. In this context, the objective of this study is to analyze the use of technology as a pedagogical tool in the municipal education network of Biritinga–BA, identifying its potential, challenges, and impacts on the teaching and learning process. The methodology adopted is characterized as a qualitative research, based on a literature review and documentary analysis, drawing on pedagogical records, institutional documents, and theoretical frameworks that discuss the relationship between technology, teaching, and learning. This approach made it possible to understand how digital technologies have been incorporated into everyday school practices and which factors influence their pedagogical effectiveness. The results indicate that, although students are immersed in a digital culture and show familiarity with technological resources, significant gaps remain regarding teachers’ continuing education, school technological infrastructure, and pedagogical planning mediated by digital technologies. Nevertheless, it was observed that when technologies are used in a planned and mediated manner, they promote greater student engagement, active participation, and expanded learning opportunities. It is concluded that the effective integration of technology in the school context depends on continuous teacher training, qualified pedagogical mediation, and the intentional use of digital technologies. These elements are essential to strengthening meaningful learning and aligning educational practices with the demands of contemporary society.