Tecnologias digitais da comunicação e informação (Tdics) nos anos iniciais do ensino fundamental: desafios e possibilidades para o processo de ensino e aprendizagem

Abstract

The main purpose of this study is to investigate the challenges and possibilities pointed out by teachers for inserting Digital Information and Communication Technologies (DICTs) in the teaching and learning process, especially in the early years of Elementary School. The research was carried out through a literature review, seeking support from other research and studies on the subject. The review involved consulting databases and scientific journals, such as the SciELO Portal and the Capes Periodicals Portal, over a five-year period, from 2021 to 2025, which was essential for the bibliographic survey. The paper highlights that DICTs have become intrinsic to society's daily life and essential in education, and can enrich pedagogical practices, expand access to information, and promote new ways of teaching and learning. However, it points out that DICTs require a review of pedagogical practices and the roles of teachers and students. The potential of DICTs can only be realized with pedagogical intentionality and teacher mediation. Challenges include local and regional context conditions, teacher training, infrastructure, social inequality, and limited resources. Digital exclusion is discussed not only as a lack of access, but also as an inability to use digital resources critically and meaningfully.