TITLE IN ENGLISH:CONNECTIONS AND REFLECTIONS OF DIGITAL TECNHNOLOGY IN 21 ST- CENTURY EDUCATION

The Challenges of Teaching Digital Natives

Abstract

This experience report is guided by the question: What teaching knowledge underpins pedagogical practice for digitally native students in Basic Education, considering the influence of technology and, at the same time, the difficulty teachers have in mastering it? The objective was to discuss the teaching knowledge that supports teaching compatible with the demands of the digital age. It follows a qualitative approach and originates from constructs of narrative research on the elements linking school and life, between human capabilities and the meaning of practices through scientificity and technology in education, considering the diversity that guides and defines being a person in post-contemporary times, in a context where digital technology occupies part of people's time and represents an instrument of social and cultural development. The discussions and results are illustrated from records of teachers' memories regarding digital technologies in teaching, based on parameters and theoretical frameworks of educational technology, such as Lévy (1999); Perrenoud (2000); Valente, Freire and Arantes (2018); Brazil (2018), among others, supports these arguments. Teachers' interest in engaging with digital culture and awareness of the need for training in this area represent a step towards improving teaching practices for this purpose. However, limitations still persist regarding the qualitative use of curricular practices and the exploration of tools provided by education systems, which impacts the quality of teaching to meet the expectations of digital native students.