Digital Technologies in Teaching Methodology: Elementary and Secondary School Teachers: Challenges Opportunities for Pedagogical Practice

The present study investigates the integration of Digital Information and Communication Technologies (DICT) in Basic Education, focusing on the early years of Elementary Education. The general objective is to investigate, through a literature review, academic productions including scientific articles, master's theses, and doctoral dissertations published within the time frame of 2020 to 2025. The methodology is characterized as a qualitative literature research, grounded in a survey of published academic works, articulating authors such as Valente, Moran, Papert, and Soares with the BNCC guidelines. The results indicate that, although structural obstacles and gaps in teacher training exist, DICT offer significant potential for student engagement, personalization of teaching, and the development of agency in Generation Alpha. The conclusion points out that technology in school does not reside solely in the availability of equipment, but in intentional and critical-reflective teaching mediation. It becomes evident that digital playfulness, when pedagogically grounded, acts as a catalyst for literacy and language acquisition, transforming the school into a space for innovation.