DIGITAL PLATFORMS IN SECONDARY EDUCATION

a review study

Abstract

The aim of this research was to analyze the use of digital platforms in teaching and learning processes in secondary education. It is a qualitative, descriptive, and review-based research, grounded in the investigation of dissertations and theses published between 2019 and 2024, available in the CAPES and BDTD repositories. In total, nine works were analyzed, presenting different perspectives, ranging from discussions about the return to face-to-face classes after the pandemic period to practices of integrating Digital Information and Communication Technologies (ICT) as mediators of the pedagogical process. The results indicate that digital platforms expand didactic and methodological possibilities, promoting the personalization of teaching and the diversification of learning strategies. However, they also reveal limitations related to technological infrastructure and the need for adequate teacher training for their critical and effective use. The relevance of interdisciplinary planning is highlighted as an essential requirement to ensure the conscious integration of these tools into the school curriculum. Furthermore, gamification, exemplified by the use of the Nivelamento Online (NiO) platform in Physics teaching, demonstrated great potential to engage students, increasing motivation and contributing to the improvement of academic performance. Therefore, it is concluded that digital platforms are configured as relevant instruments for innovative pedagogical practices in secondary education, provided they are accompanied by continuous evaluation and reflections that enable the optimization of their benefits in the teaching and learning process.