STRUCTURAL CHALLENGES IN INTEGRATING DIGITAL TECHNOLOGIES INTO THE SCHOOL CURRICULUM: THE ROLE OF TEACHER TRAINING

Abstract

The integration of digital technologies into the school curriculum has been presented as one of the main demands of contemporary Brazilian education. Despite the expansion of access to devices, platforms and digital resources, educational literature indicates that the presence of these tools in schools does not, by itself, ensure effective changes in pedagogical practices. This article aims to analyze the main challenges faced by teachers in integrating digital technologies into the school curriculum, identifying structural factors that sustain such difficulties and pathways suggested by recent scientific production. It is an integrative bibliographic research with a qualitative approach, based on studies published between 2017 and 2026 on digital technologies, school curriculum, teacher training, infrastructure and pedagogical practices. The results indicate that the obstacles are not limited to teachers’ technical knowledge, since they involve insufficient initial training, poorly contextualized continuing education, precarious infrastructure, lack of institutional support, curriculum rigidity and working conditions that hinder collective planning. In this context, teacher resistance should not be interpreted only as individual refusal, but as a response to innovation demands that are not always accompanied by the necessary conditions. It is concluded that technological integration requires coordinated actions among public policies, school management, teacher training and curricular reorganization in order to overcome occasional uses and move toward more critical, planned and coherent pedagogical practices aligned with school realities.