DIGITAL CULTURE AND NEW PEDAGOGICAL PRACTICES IN CONTEMPORARY BASIC EDUCATION

Abstract

This study examines the advent of digital culture and the configuration of new teaching dynamics in basic education, investigating how technological integration reshapes curricular structures and teacher training. The central purpose is to debate the repercussions of interactive media on the updating of didactic processes and the promotion of learning based on cooperation and inclusion. The methodological approach is anchored in Bibliographic Research, drawing on the theoretical guidelines of Appolinário (2012) and Prodanov and Freitas (2013) to guide the collection and qualitative examination of relevant academic references. The discussion encompasses the migration to hybrid teaching formats, the relevance of audiovisual semiotics, and the obstacles to curricular accessibility in the face of continuous technological changes. In the development of the argument, contributions from Mendes et al. (2022), Dornellas (2021), and Marcon et al. (2021) are mobilized, providing theoretical support for the analysis of the digital ecosystem in the school environment. It is concluded that pedagogical renewal requires an analytical attitude from the educator coupled with institutional management support, ensuring that digital resources act as instruments for cognitive autonomy and intellectual emancipation.