CONSIDERAÇÕES SOBRE A INSERÇÃO DAS TECNOLOGIAS COMO RECURSOS PEDAGÓGICOS NO PROCESSO DE ESCOLARIZAÇÃO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

This research, conducted within the Graduate Program in Education – Academic Master's Degree at Centro Universitário Mais (UniMais), in the Education, Theories, and Pedagogical Processes research line, addresses the integration of technologies as pedagogical resources in the schooling process during the early years of elementary education. The study aimed to understand the implementation of Information and Communication Technologies (ICTs) as pedagogical tools in this educational stage, as advocated by the Goiás Curricular Document (DC-GO), as well as the impacts of these technologies on students' schooling processes. The specific objectives were: to highlight the historical and political context of the integration of technologies in Brazilian education since the 1990s; to discuss the implementation of ICTs as pedagogical resources in the early years of elementary education; and to analyze how ICTs are addressed within the DC-GO, evaluating their repercussions on students' schooling processes in light of the challenges of contemporary society. The study posed the following research question: how can the integration of ICTs in the early years of elementary education, considering the DC-GO, impact students' schooling processes? The methodology adopted was predominantly bibliographic, with a qualitative approach and an analysis of the DC-GO regarding the use of technologies as pedagogical resources in this stage of education. The research highlights that the integration of Digital Information and Communication Technologies (DICTs) in education is marked by challenges and opportunities within a context of social inequalities and digital exclusion, as experienced in Brazil. The theoretical framework is based on the contributions of Paulo Freire, particularly his perspective on liberating education, and authors such as Kenski, Moran, and Lévy, who discuss the integration of DICTs in education. Among the results, the research identifies the challenges faced in implementing technologies in the early years of elementary education. It is hoped that this study contributes to a better understanding of how these technologies can be inclusively integrated, fostering the development of autonomous and critical individuals within an educational context that aligns with the demands of contemporary society.