The digital culture, consolidated by technological advances, are directly linked in the current scenario, covering all segments of society, including the school. In the field of educational policies, new demands are emerging to support education, since technology is also present in the student's daily life, as technological processes influence behaviors, definitively introducing digital culture. Thus, this paper aims to present analyzes regarding the implementation of educational policies in the light of BNCC, having Competence 5 as a reference in the perspective of school and pedagogical planning of a school in the municipality of Santana. The research is a case study with a qualitative approach, developed in an investigative study with a contemporary theme, enabling an understanding of the phenomenon from discussions relevant to the educational field regarding the (re) formulation of the school curriculum to meet the standardization of BNCC. The results showed that digital culture arrives through educational policies to be implemented in teaching, however, the challenge is complex when faced with the precarious school context, running the risk of not bringing an inclusive result to the educational development of citizens of today generation. The study points out how much the constant debate by the school and educators is necessary, since, BNCC, even in the implementation phase in educational institutions, still raises many doubts about the changes that it brings to education and it is necessary that everyone involved in this process have knowledge for a conscious action.
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