DIGITAL TECHNOLOGIES AND THE ORGANIZATION OF PEDAGOGICAL WORK

Abstract

This article analyzes the relationship between Digital Technologies (DT) and the Organization of Pedagogical Work (OPW) in the contemporary educational context, considering their impacts on planning, implementation, and evaluation of teaching practices. It is based on the assumption that the incorporation of digital technologies goes beyond the instrumental use of technological resources, requiring transformations in pedagogical, curricular, and organizational conceptions within educational institutions. Methodologically, this study adopts a qualitative approach, developed through bibliographic and documentary research, grounded in the analysis of academic publications and normative documents, particularly the Base Nacional Comum Curricular (BNCC) and its complement for the area of Computing. The findings indicate that digital technologies have the potential to reconfigure pedagogical work by expanding methodological and interactive possibilities in the educational process. However, limitations related to teacher education, working conditions, and public policy orientations are also identified, as these often privilege technicist and decontextualized discourses. The study concludes that the effective reorganization of pedagogical work mediated by digital technologies depends on continuous professional development processes and educational policies that acknowledge the complexity of teaching work.