BNCC AND TEACHERS’ DIGITAL COMPETENCES: CONTEMPORARY CHALLENGES FOR PEDAGOGICAL PRACTICES IN PUBLIC BASIC EDUCATION

Abstract

This article critically analyzes contemporary challenges related to the development of teachers’ digital competences in public basic education, considering the guidelines of the Brazilian National Common Curricular Base (BNCC) and their implications for pedagogical practices. It is based on the understanding that the growing presence of digital technologies and artificial intelligence in education requires teachers to develop competences that go beyond the instrumental use of devices and platforms, encompassing pedagogical, critical, ethical, communicative, and inclusive dimensions. Methodologically, the study adopts a qualitative, exploratory, and descriptive approach based on bibliographic and documentary research. The analysis encompasses the BNCC, the Brazilian National Digital Education Policy, DigCompEdu, and scientific literature addressing teacher education, digital culture, pedagogical practices, and artificial intelligence. The discussion indicates that the meaningful integration of technologies depends on the articulation of initial and continuing teacher education, adequate infrastructure, connectivity, working conditions, and permanent public policies. Digital inequalities within public education systems and the challenges posed by generative artificial intelligence are also highlighted, particularly regarding authorship, information reliability, data protection, assessment, and professional autonomy. The study concludes that the development of teachers’ digital competences should be understood as a shared responsibility among teachers, teacher education institutions, school administrators, and educational systems, with technology serving as an instrument subordinated to pedagogical purposes, inclusion, and students’ critical education.