BNCC AND DIGITAL CULTURE: CHALLENGES AND POSSIBILITIES FOR THE INTEGRATION OF TECHNOLOGIES IN BASIC EDUCATION

Abstract

The presence of digital technologies in contemporary society has brought about significant transformations in communication, interaction, knowledge production and social participation, directly affecting educational processes. In the Brazilian context, the National Common Curricular Base (BNCC) recognizes digital culture as one of the general competencies of Basic Education and guides the development of skills related to the critical, meaningful, reflective and ethical use of Digital Information and Communication Technologies (DICT). In this context, this chapter aims to analyze the challenges and possibilities for integrating technologies into Basic Education, considering the relationships between digital culture, curriculum, pedagogical practices and teacher education. Methodologically, this is a qualitative, bibliographic and documentary study based on the BNCC and on academic contributions from authors such as Lévy, Santaella, Kenski, Almeida, Valente, Moran, Niz et al. and Costa, as well as contemporary documents addressing digital competencies and artificial intelligence in education. The analysis indicates that technology integration cannot be reduced to the provision of equipment or the instrumental mastery of digital tools, as it requires pedagogical intentionality, teacher education, adequate infrastructure and the development of students’ critical thinking, authorship and protagonism. It is concluded that the effective incorporation of digital culture into the curriculum depends on the articulation between educational policies, institutional conditions and pedagogical practices capable of understanding technologies as part of contemporary culture and as possibilities for mediating knowledge construction.