DIGITAL TECHNOLOGIES IN BASIC EDUCATION: BETWEEN PEDAGOGICAL POTENTIAL AND THE CHALLENGES OF TEACHING PRACTICE

Abstract

This article analyzed the use of digital technologies in basic education, considering, on the one hand, their pedagogical potential and, on the other, the challenges present in teaching practice. The study aimed to understand how these resources can contribute to teaching and learning processes while also discussing the structural, pedagogical, and training-related limitations that still hinder their effective integration into everyday school life. Methodologically, this is a bibliographic study with a qualitative approach, developed through the analysis of scientific publications and normative documents related to the topic. The results showed that digital technologies can support the diversification of teaching strategies, increase student engagement, and strengthen more interactive, collaborative, and inclusive practices. However, they also revealed that their pedagogical use depends on factors such as continuing teacher education, pedagogical intentionality, adequate infrastructure, and educational policies committed to equity. It is concluded that technology alone does not transform education, but it can expand its possibilities when critically, reflectively, and contextually integrated into pedagogical practice.