DIGITAL LANGUAGES IN THE CLASSROOM: THE INTEGRATION OF DIGITAL MEDIA AS AN EDUCATIONAL PRACTICE

Abstract

The presence of digital media in education prompted significant transformations in pedagogical practices and curriculum organization at various educational levels. This study aimed to critically analyze how these resources were incorporated into educational proposals, acting as mediators of knowledge in different contexts. The investigation, of bibliographic nature, was based on recent academic publications addressing the intersection between pedagogy and digital technologies. The analysis revealed that the effective integration of media required more than infrastructure: it demanded changes in teaching practices, curriculum restructuring, and the recognition of digital languages as tools for meaning-making. Educational games, videos, podcasts, social networks, and collaborative platforms contributed to broadening teaching and learning approaches while also challenging traditional pedagogical structures. The findings indicated that this integration was more effective when aligned with students' realities, fostering authorship, active participation, and critical thinking. It was concluded that digital media, when used intentionally and responsibly, supported more flexible, interactive, and humanized educational models.