THE USE OF DIGITAL TECHNOLOGIES IN BASIC EDUCATION DURING THE COVID-19 PANDEMIC

Abstract

This article analyzes the use of digital technologies in basic education during the COVID-19 pandemic, focusing on the challenges, possibilities, and impacts observed in this period. The study is based on the understanding that the suspension of face-to-face classes required the rapid adoption of pedagogical strategies mediated by digital resources, which highlighted both the relevance of these tools for the continuity of teaching and the structural limits that marked their implementation. This is a bibliographic study, with a qualitative approach and a descriptive-analytical character, developed through the analysis of scientific publications and institutional documents on the subject. The results indicate that digital technologies played an important role in maintaining school connections, but their use occurred unevenly, revealing problems related to internet access, lack of equipment, weaknesses in teacher training, and the deepening of educational inequalities. It is concluded that the experience during the pandemic reinforced the need for public policies aimed at digital inclusion, teacher appreciation, and the development of more equitable and socially committed pedagogical practices.