EDUCATIONAL TRANSFORMATION WITH ADVANCED TDICS: INTEGRATION OF ARTIFICIAL INTELLIGENCE AND BIG DATA FOR THE DEVELOPMENT OF BNCC SKILLS IN THE INITIAL AND FINAL YEARS OF ELEMENTARY EDUCATION
Álaze Gabriel do
Breviário
Master
of Theology.
Master
of Psychology.
Ivy
Enber Christian University (IECU).
Orlando,
Florida, United States.
Email:
alaze_p7sd8sin5@yahoo.com.br.
URL
Lattes: http://lattes.cnpq.br/9973998907456283.
ORCID: https://orcid.org/0000-0002-9480-6325.
Jaine Marques de Souza
Specialist
in Special Education. Portuguese Language Teacher.
ICM
School.
Email:
sousajaine9@gmail.com.
URL
Lattes: http://lattes.cnpq.br/2760508798931944.
João Batista Lucena
Master's student in Education.
Federal Institute of Education, Science and Technology of Rio
Grande do Norte, IFRN.
Natal, Rio Grande do Norte, Brazil.
Email: joao.batista.lucena@gmail.com.
URL Lattes: http://lattes.cnpq.br/2822567703207399.
Logan Faedda Rago
Master of Science in Education and Christian Ethics.
Ivy Enber Christian University, IECU.
Orlando, Florida, United States.
Email: loganfaedda@hotmail.com.
URL Lattes: https://lattes.cnpq.br/2516880221903287.
Marcelo D’Ávilla
Teixeira Gomes
Master in
Social Management, Education and Regional Development.
Vale do Cricaré
University Center (UNIVC). São Mateus, ES, Brazil.
Professor at
the Municipal Department of Education of São Mateus (ES).
E-mail: cpldavilla@gmail.com.
URL Lattes: https://lattes.cnpq.br/3740114889508259.
ORCID: https://orcid.org/0009-0003-3471-225X.
Deusirene Sousa da Silva
Fróes
PhD candidate in Education Sciences and Christian Ethics.
Ivy Enber Christian University, IECU.
Orlando, Florida, United States.
Email: deusirenesousasilvafroes@gmail.com.
URL Lattes: https://lattes.cnpq.br/0218139923264576.
ABSTRACT
This research investigates the use
of advanced Digital Information and Communication Technologies (ICTs),
artificial intelligence (AI) and Big Data in the personalization of elementary
education, in alignment with the competencies of the National Common Curricular
Base (BNCC). Inserted in a context of growing technological transformation in
education, the research addresses the issue of how these tools can be
effectively integrated into teaching, respecting inclusion and diversity, and
overcoming challenges such as inequality of access and insufficient teacher
training. The main objective was to analyze how these technologies can
personalize teaching and develop specific BNCC competencies. The research
adopted the Giftedian neoperspectivist paradigm, based on the theories of
Constructivism, Cognitivism, Adaptive Learning and Computational Complexity. It
used the hypothetical-deductive method and conducted a Bibliographic and
Documentary Narrative Review, analyzing 87 works selected from databases such
as Scopus, Web of Science and Scielo. The main findings indicate that tools
such as Python, R and Google Colab personalize pedagogical practices and
promote inclusion, but teacher training and unequal infrastructure are critical
challenges. Among the gaps, the absence of longitudinal studies and clear
regulations for the ethical use of educational data stand out. Limitations
include the dependence on secondary data and the lack of practical validation
in the field. The research contributes theoretically, methodologically and
empirically to the area of educational technologies, adding value to science
and society by proposing innovative and inclusive practices that enhance
learning and reduce inequalities.
Keywords: Digital Inclusion. School Skills. Pedagogical Training. Predictive Analysis Personalized Education.
Reviewed by Current Scientific Journal
on
abril 28, 2025
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