CHALLENGES FOR TEACHING AND FOR THE SCHOOL IN THE 21ST CENTURY

Abstract

This article examines the intricate relationship between the teacher and the integration of Digital Information and Communication Technologies (TDICs) into the school curriculum. Through bibliographical research, we aimed to indicate the challenges and barriers that arise in pedagogical practice when there is an intersection between technology, curriculum and teacher training. In our findings, we observed that the teacher's difficulty is not just the lack of technical mastery, but is multifactorial, encompassing initial training, which is insufficient to meet this demand, the lack of adequate infrastructure in schools, institutional reluctance to change and the urgency to supplant the traditional pedagogical model. From this, it can be concluded that in order to overcome these challenges, integrated public policies are necessary that provide continued training. The pedagogical use of digital technologies can enhance the teaching- learning process, as long as there is adequate teacher training and a clear pedagogical intention. Furthermore, the integration of technologies in education in a critical and creative way constitutes a promising means by which a school can be built that is more connected to the demands of contemporary society.