A utilização das tecnologias digitais da informação e comunicação (TDICs) no ensino de Geografia em escolas do campo: revisão sistemática de literatura

Abstract

Digital Information and Communication Technologies (DICTs) are increasingly present in people's daily lives, including children and adolescents. This trend has triggered changes in the educational context and in the teaching of Geography. Therefore, it is necessary to rethink classroom practices so that the teaching and learning process is contextualized, engaging, and promotes critical thinking, autonomy, and student empowerment. This research is grounded in critical and dialogical teaching concepts, considering the challenges and inequalities of a globalized and technological world. Its objective is to investigate existing research on the use of Digital Information and Communication Technologies (DICTs) in Geography education in rural education settings. To achieve this, the study is based on theoretical foundations derived from bibliographic research aimed at understanding transformations in geographical space and their impacts on Geography education, as well as rural education and the integration of TDICs into the educational context. A systematic literature review was conducted to explore what researchers in the field have studied and published on this topic in recent years, drawing from publications available in the Biblioteca Digital de Teses e Dissertações (BDTD) and the Portal de Periódicos da Capes that address the use of digital technologies in Geography education within rural education contexts. These studies were analyzed using a qualitative approach. The research revealed a limited number of studies on this topic, identifying only 5 works including theses, dissertations, and articles focusing on the use of DICTs in Geography classes taught in rural schools. Despite being in early stages, these studies suggest that integrating DICTs into Geography education can promote a rural education that respects students' knowledge, fosters critical thinking, and contributes to the development of active agents capable of transforming their environment. The studies also highlighted infrastructure challenges in some schools, such as lack of internet access or unreliable connectivity, and shortage of computers, which hinder the effective use of DICTs in rural schools. Following the research analysis section, several activities involving digital technologies that can be used by teachers in Geography classes in rural schools were presented.