2025-12-022025-12-022025-10-08REIS, Bernardo Silva Noronha. A contribuição das tecnologias digitais no processo de ensino aprendizagem. Orientadora: Norma Cristina Vieira. 2025. 23 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8930. Acesso em: .https://bdm.ufpa.br/handle/prefix/8930This study analyzes the contribution of Digital Information and Communication Technologies (DICTs) to the teaching and learning process, highlighting both their potential and the challenges faced by schools and teachers. DICTs demonstrate the ability to enhance pedagogical practices, promote greater interactivity, encourage student protagonism, and personalize learning. Furthermore, they have proven to be strategic tools in emergency situations, such as during the Covid-19 pandemic, When they enabled the continuity of schooling. However, the results also reveal significant obstacles, such as poor technological infrastructure, unequal access, lack of consistente public policies, and insufficient teacher training. These factors limit the effectiveness of pedagogical use of technologies and, in some contexts, reinforce historical inequalities, especially in Amazonian, rural, and riverside regions. To overcome such barriers, the study points to concrete paths: investment in technological infrastructure and connectivity, ongoing and contextualized teacher training, curricular integration that values local knowledge and cultures, and public policies that promote digital equity. In addition, the study emphasizes the importance of the critical and responsible use of DICTs, ensuring the teacher remains a central mediator in the teaching and learning process. It is concluded that DICTs, when used in a planned and critical manner, have great potential for educational inclusion and pedagogical innovation. However, their effective contribution depends on the articulation between infrastructure, public policies, and transformative educational practices, in order to promote a more democratic, meaningful, and contemporary education.Acesso AbertoTecnologias digitaisEnsino-aprendizagemInclusão educacionalDigital TechnologiesTeaching and LearningEducational InclusionCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil