Digital Narratives at School: An Integrative Literature Review

Abstract

Advances in technology have influenced many environments, like educational environment, and individuals over the past few years, because preparing students for real life as individuals capable of using technology is one of the purposes of the school. Integrating technology into curricula requires using it as a tool for effective teaching. There are many ways to integrate technology into teaching and learning. One of these approaches, digital storytelling, has recently gained more popularity in the educational environment. Narrating stories can change in the face of technological innovations, which require greater interactivity, exchange of knowledge, authorship, and playfulness. For this reason, this research aimed to conduct an integrative literature review to access studies on Digital Narratives in Elementary Education, and for that purpose, the Education Resources Information Center (ERIC), Capes, and Proquest databases were accessed, using an integrated method with the following descriptors: digital narratives and education (Portuguese language for the capes and digital storytelling and education databases) for ERIC and Proquest databases), in the period from 2015 to 2020, in the languages: English, Portuguese and Spanish. It was found 84 articles, 11 of which were used to deepen this subject. It was seen that there are still few studies on digital narratives, mainly in Brazil, and for basic education.