A FORMAÇÃO DE APRENDIZAGEM/PEDAGÓGICAS NO USO DE TECNOLOGIAS DIGITAIS NA ESCOLA E.E.E.M PADRE JOÃO BOONECKAMP, NA VILA DE CARAPAJÓ/CAMETÁ

The study investigates the integration of Information and Communication Digital Technologies (ICDTs) in the teaching-learning process at E.E.E.M. Padre João Booneckamp, in Carapajó, Cametá-PA, highlighting both the potential and the challenges of their use. The central objective is to analyze how teachers incorporate digital technologies into their pedagogical practices, considering the impacts of the Connected Education Innovation Policy (PIEC) and the role of teacher training in this process. The research adopts a qualitative approach, using a bibliographic survey and documentary analysis, including works by authors such as Kenski, Moran, and Lévy, as well as institutional school documents. The results reveal that although ICDTs enable innovative methodologies, personalized learning, and the strengthening of student protagonism, their effectiveness is still limited by structural barriers, such as lack of connectivity, unequal access to devices, and insufficient pedagogical preparation of many educators. Thus, the effective integration of ICDTs in basic education depends on the articulation between infrastructure, public policies, and continuous teacher training, with PIEC representing an important advancement, albeit still facing challenges in its implementation. The analysis shows that public schools, when supported by inclusive policies and investments in digital literacy, can become spaces for pedagogical innovation, social inclusion, and comprehensive development. It is concluded that the presence of digital technologies in education will only reach its transformative potential when accompanied by clear pedagogical intentionality, consistent teacher training, and long-lasting public policies, ensuring critical, creative educational practices capable of preparing students for the challenges of contemporary society.