O uso de tecnologias no ensino de ciências no ensino fundamental: os desafios das escolas públicas

Abstract

Starting from the understanding that the pedagogical use of digital technologies can contribute to more contextualized, participatory, and investigative educational practices, this study nevertheless acknowledges the structural and formative inequalities that permeate school routines and hinder the consolidation of such proposals. The reality of many public institutions is still marked by limited internet access, outdated equipment, lack of technical support, and insufficient teacher training, which compromises the critical and meaningful use of ICTs. The general objective of this study was to analyze how digital technologies have been used in Science teaching during the final years of Elementary Education in the context of public schools. To this end, a qualitative research was conducted with a theoretical and bibliographic approach, organized as a systematic literature review. Data collection took place from February to May 2025, using the SciELO, Google Scholar, and CAPES Journal Portal databases, covering publications from 2020 to 2025. The results were organized into three main thematic axes: (1) the challenges faced by public schools, especially the precarious infrastructure and teacher training focused on technical, decontextualized aspects; (2) successful pedagogical experiences, such as the use of multimodal materials, project-based learning, virtual laboratories, and interdisciplinary approaches using simple but well-planned technological resources; and (3) critical reflection on the risks of digital exclusion, emphasizing that technology, when used without qualified pedagogical mediation, can exacerbate inequalities instead of reducing them. It is concluded that ICTs have mostly been used in Science education as a support for traditional practices, with an emphasis on videos, digital presentations, remote learning platforms, simulators, and investigative activities mediated by technological resources. Thus, the use of ICTs in Science teaching is characterized by a hybrid scenario, where innovative practices coexist with limited experiences, depending on the specific context of each school. Therefore, ICTs can be important allies in scientific education, as long as they are supported by public policies that ensure continuous teacher training, investment in infrastructure, and the development of pedagogical practices that are contextualized, critical, and inclusive.