Abstract:
This dissertation addresses Educational Policies and Digital Information and Communication Technologies (DICTs) in the context of the National Common Curricular Base (BNCC). The main objective is to understand the challenges related to the implementation of DICTs in educational settings. The specific objectives are: to present the impact of DICTs on education; to identify the processes involved in integrating digital culture into the implementation of the BNCC; and to analyze the challenges of incorporating digital culture into education, based on current educational policies. The dissertation is organized into three chapters. The first chapter discusses the integration of DICTs into education, highlighting the transformations that technologies have brought to society and the educational process. It also addresses Bauman’s concept of "liquid society" and the influence of international policies on Brazilian education. The second chapter examines the integration of DICTs in the implementation of the BNCC, analyzing the use of these digital tools, which are considered both general and specific competencies that students should develop throughout their education. Additionally, it explores the realities and limitations encountered in the implementation of digital culture in the educational context. The third chapter analyzes educational policies aimed at the use of DICTs in education, with a focus on teacher training and the challenges faced during and after the Covid-19 pandemic.
