Currículos e TDICs: elaboração e ascensão das tecnologias no cenário pós base nacional comum curricular

Abstract

The process of school organization goes through several stages that has its end result in the functioning of an educational institution, which in turn details its model of organization through the elaboration of the school curriculum. In this sense, this work aimed to investigate how it is performed. the construction of this curriculum, paying attention to the obligatory elements required by the official documents that regulate and guide education in the context of Brazil. Following this line, we investigate the origin and insertion of the concept of competences in the Brazilian educational scenario through the National Curriculum Parameters (PCNs) and the Common National Curricular Base (BNCC), which today is characterized as a reference document for education. currently the educational work to be developed by school institutions throughout the country. Among the competences to be developed by schools and learned by students, we analyze within BNCC those related to technologies in education, in this sense, we detail how each area of knowledge incorporated in the document the use of technologies throughout basic education for learning. of a higher qualitative character. Finally, a survey was conducted with teachers from the early years of elementary school related to the use and perception of the effectiveness of the use of technologies in the classroom, making a comparison with teaching through Technopedagogy that has been gaining space in the educational setting as that technologies are gaining more space on the school floor.