REFLECTIONS ON LEARNING SCENARIOS WITH THE ASSISTANCE OF DIGITAL OBJECTS

Abstract

Pedagogical practices mediated by digital information and communication technologies and the use of digital objects draws constant interest from researchers in the field of education, as they are always driving deep changes in the lives of students and teachers. This statement became even more accurate with the educational needs highlighted during the COVID-19 pandemic, and this research follows that perspective. With the main objective of understanding how digital learning objects were used in favor of optimizing the learning of Basic Education students during the crisis period, the study was designed as a systematic review of the literature on the subject with a time frame set before and during the pandemic period, in order to find out if there were changes in this use. The analyzed data indicate that using digital learning objects without planning, application and evaluation based on teachers' and students' experiences may reduce its ability to assist in the process of knowledge acquisition, acting only as mere entertainment resources. This constant rediscovery and relearning on the part of teachers is a continuous movement. Pedagogical planning with the availability of an object must be thought and rethought so that there is synchronism and effective use between it and the content to be worked on.