O uso das tecnologias digitais na educação: desafios e possibilidades no contexto pós-pandêmico

Abstract

Digital Information and Communication Technologies (DICTs) have become fundamental in the current context, driving significant transformations across various sectors, especially in education. The Covid-19 pandemic accelerated the adoption of these technologies, making them essential for the continuity of teaching and learning in an increasingly connected world. In addition to facilitating access to knowledge, DICTs also promote pedagogical innovation and digital inclusion, playing a crucial role in preparing students for the challenges of the 21st century. In this regard, the present study aims to analyze the role of Digital Information and Communication Technologies in post-pandemic education, highlighting the transformations and challenges faced by educational institutions. This research will examine, through a Systematic Literature Review (SLR), the impact of these technologies on pedagogical practices, focusing on how teachers and students have adapted to new digital tools and platforms. To achieve this, the study is grounded in the theoretical contributions of researchers such as Souza e Souza (2022), Hickmann et al. (2022), and Brito e Martins (2023), among others. The research corpus consists of 8 academic works, including 7 master’s theses and 1 doctoral dissertation, sourced from the National Library of Theses and Dissertations. Based on these premises, we hypothesize that the results will indicate that while the use of DICTs has expanded the possibilities for teaching and learning, there is an urgent need for investments in infrastructure, ongoing teacher training, and pedagogical strategies to ensure quality education. Therefore, we believe that DICTs will play a central role in the future of education, requiring a reconfiguration of traditional teaching and learning methods.