Revisão sistemática da literatura sobre cultura digital e prática docente

In times of digital culture, it is essential to delve into the nuances that technologies impose on school daily life and how the school community interprets and (re)produces knowledge. In this sense, this article reflects on the implications of digital culture in teaching practices through a Systematic Literature Review in the databases SciELO and Scopus, covering the years from 2019 to 2023. This qualitative procedure used inclusion and exclusion criteria to obtain a sample of 22 articles. The results indicate that there was a spike in publications in the year 2020, which may be related to the process of adaptation and insertion of technologies in the context of the pandemic, highlighting the need to expand the debate on digital culture and the use of educational technologies in training spaces. It is worth noting that most articles highlight the contributions of authors such as Pierre Lévy, Lúcia Santaella, and Manuel Castells, to strengthen discussions about the impact of technologies in the educational field. In this context, it is necessary to have a critical perspective on the possibilities that technologies offer and the social transformations resulting from this process of digitization, in order to understand how digital culture impacts the educational scenario. These works converge on the contributions and potential of technologies in the educational context, emphasizing the importance of pedagogical intentionality in the use of technologies in the classroom and teacher training due to the dynamic nature of digital culture.