Ferramentas tecnológicas como recurso didático nas metodologias ativas

uma revisão integrativa

Abstract

The incorporation of digital technologies into the educational context has intensified in recent decades, especially after the COVID-19 pandemic, highlighting the need to reframe pedagogical practices in basic education. This article aims to analyze the context of teaching practice in the early years of Elementary Education (1st to 5th grades), with a focus on the use of technological tools as didactic resources in the development of active methodologies, through a literature review that will serve as the basis for a master’s dissertation. The study adopts a qualitative approach of an exploratory and explanatory nature, grounded in an integrative literature review and aligned with Sustainable Development Goals (SDGs) 4, 5, and 9. The theoretical framework is based on authors who conceive learning as a social, active process mediated by interactions and technologies. Partial results indicate that, although there have been advances in the incorporation of digital technologies into teaching practices, challenges persist related to continuing teacher education, access to resources, and the critical pedagogical integration of these tools.