International Journal of Advanced Engineering Research and Science (IJAERS) Peer-Reviewed Journal ISSN: 2349-6495(P) | 2456-1908(O) Vol-9, Issue-8; Aug, 2022 Journal Home Page Available: https://ijaers.com/ Article DOI: https://dx.doi.org/10.22161/ijaers.98.16 www.ijaers.com Page | 129 Pedagogical models focused on the integration of ICT in basic education: A systematic review Luan da Silva Frasseto 1 , Isabela Nardi da Silva 2 , Simone Meister Sommer Bilessimo 3 , Leticia Rocha Machado 4 , Juarez Bento da Silva 5 1 Graduate Program in Information and Communication Technologies, Federal University of Santa Catarina, Brazil 2 University of Deusto, Spain 3 Graduate Program in Information and Communication Technologies, Federal University of Santa Catarina, Brazil 4 Federal University of Rio Grande do Sul, Brazil 5 Graduate Program in Information and Communication Technologies, Federal University of Santa Catarina Received: 12 Jul 2022, Received in revised form: 01 Aug 2022, Accepted: 07 Aug 2022, Available online: 12 Aug 2022 ©2022 The Author(s). Published by AI Publication. This is an open access article under the CC BY license (https://creativecommons.org/licenses/by/4.0/). Keywords— Pedagogical model, Digital Information and Communication Technologies, Basic Education. Abstract— A pedagogical model is a system of theoretical premises that organize a curricular approach, being incorporated into teaching practice and the interactions between teacher, student, and learning object. In teaching practice, their interaction with students should be based on activities that seek to contextualize with reality. On the other hand, pedagogical practices, based on the implementation of Digital Information and Communication Technologies, improve the performance of teachers who develop skills to plan modern and technology-integrated learning processes. This article presents a systematic review of works published in the period 2018-2022 that dealt with the use of pedagogical models based on the integration of TDIC in basic education. From the 10 works identified, it was possible to conclude that a pedagogical model must use the technological approach to meet the needs of the teacher and their students. The research contributed to finding the main and most recent studies on the subject. In this way, the article serves as a summary of publications on pedagogical models in TDIC carried out in the period 2018-2022. I. INTRODUCTION Teaching strategies in an educational environment are fundamental tools to develop students' cognition, metacognition, and emotional processes. The use of these strategies allows students to understand and build knowledge with autonomy and responsibility that meets their particularities. Therefore, the teacher has a fundamental role for students to be able to engage in their learning. This occurs mainly when the educator structures the activities and the pedagogical environment dynamically, with the participation of all subjects [15]. Camargo and Daros [18] argue that pedagogical activities should be reality-oriented and develop useful skills for the student's personal and professional fulfillment. For the authors (CAMARGO & DAROS, 2018), students must learn cognitive strategies and skills inherent to each application of knowledge. In this way, they obtain the ability to build knowledge applicable to their realities. Therefore, Camargo and Daros [18] also indicate the need to develop digital skills, as these become an increasing need in our society. In turn, digital skills enable the implementation of Digital Information and Communication Technologies (TDIC) as contributing instruments for this learning process [17]. For Bacich and Moran [3], education must be reformulated by analyzing the contributions, risks, and changes arising from the interaction with digital culture,