O capital cultural: apontamentos sobre o uso capital digital como práticas pedagógicas

Abstract

This article aims to relate cultural capital and digital technologies to the pedagogical practices of teachers in full-time schools in the state education network of Alagoas. The overall objective was to understand the relationship between the pedagogical practices developed by teachers and digital capital in full-time schools in the public education network in Alagoas. The article presents a quantitative-qualitative approach, in which the digital pedagogical materials made available, the theoretical-methodological and procedural references in the field of data collection, document analysis and the application of a questionnaire with teachers from the full-time school of the state education network. The bibliographic research was directed by the following authors: Bourdieu (1986), Moran (2012, 2017, 2019), Valente (2002, 2019), Mercado (2018, 2020), Nóvoa (1992), Libâneo (2023) and Tardif (2007). In the end, it was concluded that the domain of digital competences tend to develop through the teacher's pedagogical practice, which manifests itself through cultural relations. In this context, our paths begin to trace positive directions with the use of digital capital in the classroom.