PRÁTICAS PEDAGÓGICAS NA CULTURA DIGITAL: REFLEXÕES SOBRE INOVAÇÃO TECNOLÓGICA E FORMAÇÃO HUMANISTA

This article analyzes how digital culture has transformed pedagogical practices in Brazilian Basic Education, in light of the guidelines of the National Common Curricular Base (BNCC) and contemporary demands for teacher education. The objective is to examine how the incorporation of digital technologies reconfigures pedagogical mediation, the role of the teacher, and teaching and learning processes from a critical and humanistic perspective. The methodology is qualitative, bibliographic, and analytical, based on a review of classical works and recent studies on digital culture, curriculum, and teacher knowledge. The material was organized into thematic axes, allowing the identification of interpretative categories and recurring tensions in the literature. The results indicate that the integration of Digital Information and Communication Technologies (DICT) in the school context is not limited to technical-operational mastery, but requires pedagogical, ethical, and formative reorientation. The analyzed studies show the coexistence of innovative practices grounded in critical teacher mediation and active methodologies, as well as instrumental uses of technologies that do not substantially change the transmissive logic of teaching. It is concluded that the formative potential of digital culture depends on pedagogical intentionality, continuing teacher education, and institutional support conditions, so that technologies are understood as a mediating language of learning rather than merely as support tools.