THE IMPACTS OF TECHNOLOGICAL PLATFORMS ON THE LEARNING PROCESS

Abstract

Since the early decades of the 20th century, the application of technological means to disseminate education and improve its quality in Brazil has been envisioned. This assertion can be substantiated by addressing the creation, in 1923, of the Radio Sociedade do Rio de Janeiro, which began broadcasting classes on Portuguese and French languages, geography, Brazilian history, hygiene, forestry, chemistry, physics, etc. In 1936, the radio station was transformed into the Radio of the Ministry of Education (MEC). Similar initiatives were developed through similar means, and in 1973, the 1st National Conference on Technology Applied to Higher Education took place in Rio de Janeiro, an occasion when the possibility of using computers in education was presented. Currently, computers, tablets, cell phones, digital whiteboards, distance learning platforms, social networks, and software are used in the dissemination of information and knowledge, making it pertinent to address the history of the use of digital technologies by Brazilian educators and compare it with Competency 5 of the National Common Curricular Base (BNCC). Additionally, it is appropriate to discuss the impacts of new technologies (artificial intelligence, holograms, big data, virtual games, augmented reality, etc.), and, above all, promote a reflection on the characteristics of the school and the student of the modern and contemporary era and the consequences of the internet and globalization in the contemporary school.