Políticas curriculares e tecnologias educacionais: um estudo de caso no município de João Pessoa/PB

Abstract

Education, among other purposes, is configured as a process of searching for continuous knowledge and holistic development of the individual. The school, in order to achieve this objective, organizes a set of learning and builds curricula, which are articulated with other practices and agents and influenced by political, social, economic and cultural values and intentions. Through technologies, educational and pedagogical processes find powerful principles and tools to expand teaching and learning possibilities. However, the integration of technology in education and specifically in curriculum policies is a challenge and an opportunity that requires reflection. In this context, this work, which is configured as a case study, proposes to identify curricular policies and the place of educational technologies in the municipality of João Pessoa, seeking to understand how these elements are articulated and impact the local educational process. For theoretical foundation, in addition to authors such as Sacristán (2000), Ball (1997) Moran (2000, 2007, 2013) and Kenski (2007), we are guided by current curricular documents for basic education, such as the National Common Curricular Base (BNCC ), the Technology and Computing Curriculum of the Innovation Center for Brazilian Education (CIEB) and municipal curricular documents. Thus, the general objective of this work is to identify which concepts around educational technologies are incorporated into the curricular policies of the municipality of João Pessoa and how the guidelines for integrating these into pedagogical practices are presented. We used the qualitative, exploratory and case study research method. As for the analysis, we were guided by the triangulation of data from authors in the area of curriculum and technology, documents about national curriculum policies and the Municipality of João Pessoa. Through the analyses, it was observed that the integration of educational technologies in the curriculum is almost zero, although it is mentioned in some documents or teachers assume this practice, however it is not regulated by a curricular construction. Therefore, it was also possible to see the need for a curricular policy that aims at such integration in a solid way, reconfiguring teacher training for such action and enabling holistic student training.