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The complexity inherent to technological integration in the context of basic education in the current reality of the students and the digital culture that permeates society today features a transformation in the dynamics of knowledge construction. It is difficult to connect students, fully involving them in this process when using traditional teaching and learning methods. This new context requires interdisciplinary research for better understanding, involving experts in the field of sciences and more technical areas such as engineering and computer science. To answer the question of how to handle the evolution of interdisciplinary theoretical and empirical studies related to the subject, it was developed a survey in order to understand the evolution, interdisciplinarity and the theoretical and empirical variables related to the integration of technologies in the Brazilian basic education. This article presents the results of the exploratory survey of systematic review procedures of literature in electronic databases, then bibliometric and descriptive analyzes. Among the obtained results, were identified as strategies for the integration of technologies in Brazilian public basic education: Remote Experimentation for Physics, Mobile Learning and Software teaching for practices in Mathematics classes. The studies are divided into six large areas of knowledge: Social Sciences, Decision Science, Computer Science, Engineering, Business and Mathematics, demonstrating the interdisciplinarity of the theme.

Integração Tecnológica na educação básica pública brasileira: uma análise sobre a evolução temporal e a interdisciplinaridade do tema