PEDAGOGICAL PRACTICE MEDIATED BY DICT: DIGITAL LITERACY AND SUBJECT FORMATION IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article investigates the integration of Digital Information and Communication Technologies (DICT) in the early years of elementary school. The main objective is to analyze pedagogical practices mediated by DICT, understanding digital literacy as the structuring axis for the formation of critical and active subjects. Methodologically, the investigation is characterized as qualitative research of a theoretical, bibliographical, and documentary nature, based on the review of recent scientific literature and the analysis of curricular regulations. The results show that the simple insertion of devices in schools is insufficient to guarantee intellectual emancipation. The analysis demonstrates that teaching intentionality acts as the main filter against technological determinism and the market fascination of screens. The study reveals that digital literacy goes beyond operational training, consolidating itself as an indispensable tool for reading the world and for the exercise of child authorship. It is concluded that overcoming structural challenges and building full digital citizenship depend intrinsically on strengthening the educator's protagonism, ensuring that technological innovation remains strictly subordinated to the educational institution's political and pedagogical project.