USE OF DIGITAL TECHNOLOGIES IN PEDAGOGICAL PRACTICES IN EARLY CHILDHOOD/ELEMENTARY EDUCATION: A DIAGNOSIS IN PUBLIC SCHOOLS OF MARABÁ (PA)

Abstract

The integration of Digital Information and Communication Technologies (DICT) into school education represents one of the greatest challenges for contemporary education, particularly in public school systems where infrastructure, internet access, and teacher training remain significant barriers to effective pedagogical use. This study aimed to prospect and analyze the use of digital technologies in pedagogical practices within Elementary Education I in the municipal public-school system of Marabá, Pará, Brazil, in order to support the development of a formative digital guide for teachers. The research is characterized as applied, descriptive, and based on a mixed-methods approach with qualitative predominance. It involved a systematized literature review, documentary research, field surveys conducted in municipal public schools, and the development of a technical-technological educational product. The findings indicate that successful integration of digital technologies depends on technological infrastructure, internet connectivity, equipment availability, continuing teacher education, and effective pedagogical mediation. Although municipal educational policies recognize the importance of digital transformation, challenges related to digital inclusion, institutional support, and innovative teaching practices remain. As a practical outcome, a digital guide was developed to support teachers in incorporating digital technologies into classroom practices according to local educational realities.