DIGITAL TECHNOLOGIES AND EDUCATIONAL PERFORMANCE IN EARLY GRADES: AN ANALYSIS OF EXTERNAL ASSESSMENTS IN THE CONTEXT OF MATO GROSSO

• DOI: https://doi.org/10.22533/at.ed.1929612608042

• Palavras-chave: Digital technologies; Educational assessment; Elementary school; Avalia MT; Public policy

• Keywords: Digital technologies; Educational assessment; Elementary school; Avalia MT; Public policy

• Abstract:

  This article analyzed the contributions of digital technologies to the performance of elementary school students in the Mato Grosso state public school system, with an emphasis on the results of external assessments conducted by the Avalia MT system. This qualitative study is based on a literature review and document analysis, utilizing institutional data from the Mato Grosso State Department of Education, the Anísio Teixeira National Institute for Educational Studies and Research, and the Center for Public Policy and Educational Evaluation. The results showed that the introduction of digital devices, the use of Chromebooks, and the Plurall platform increased student engagement, fostered interactive teaching practices, and contributed to the improvement of educational indicators, such as the IDEB and proficiency levels in Portuguese and mathematics. However, critical analysis revealed that these advances depend on structural and pedagogical factors, including ongoing teacher training, adequate infrastructure, and critical appropriation of technologies. It was concluded that the planned integration of Digital Technologies, linked to diagnostic and formative assessment practices, constitutes a strategy for promoting educational equity and quality.