Digital Natives and the Teaching of Portuguese: a Study on Pedagogical Challenges in the Context of São José de Cluny-Huambo School

Abstract

This article explores the topic of Digital Natives and the Teaching of Portuguese, analyzing how Information and Communication Technologies (ICT) impact and present pedagogical challenges at São José de Cluny–Huambo School. The main focus is on digital natives and digital immigrants; in this study, digital immigrants are characterized as the school’s teachers. The research recognizes that integrating technology in education requires careful reflection to avoid compromising the school’s social role. In this context, teachers play a crucial role as mediators in the teaching-learning process, guiding the effective use of ICT. The study was conducted with 6th-grade students, using a descriptive and bibliographic approach, complemented by field research through focus groups, which included two groups: seven digital natives and five digital immigrants. The main objective was to understand how the applied approaches affect digital natives, considering their interactions with technological resources and the pedagogical implications of this integration. The results indicate that ICT can significantly enhance the learning of Portuguese when used strategically, promoting greater engagement and interaction among students. However, significant challenges arise, such as teacher adaptation and the need to rethink traditional pedagogical practices, so that teaching and technology align in a balanced and inclusive manner. The study highlights the importance of educational policies that encourage technological innovation while valuing the teacher’s human role, ensuring meaningful learning for the digital generation.