PEDAGOGICAL INNOVATION AND INTEGRATION OF DIGITAL TECHNOLOGIES IN BASIC EDUCATION

Abstract

This study examines the relationship between pedagogical innovation and digital technologies, investigating how the incorporation of technological resources reconfigures teaching practices and learning processes in elementary education. The central objective is to analyze the necessary conditions for technological integration to promote more dialogical and inclusive education, overcoming merely instrumental approaches. The methodology adopted is Bibliographic Research, based on the methodological guidelines of Sampieri et al. (2013) and Demo (1995), which support the qualitative analysis of academic sources on the topic. The development mobilizes the contributions of Silva (2024), Correa and Junior (2025), and Teske (2026), discussing pedagogical mediation, teacher training, and school management in the digital context. The content addresses the transition to more flexible educational models and the need for curricular articulation mediated by technological tools. It is concluded that pedagogical innovation requires systematic planning and institutional support so that digital technologies become instruments of educational transformation and equity.