This article examines the intersections between school curricula and digital technologies, taking active methodologies as the structuring axis of innovative learning. The general objective is to analyze how participatory pedagogical practices can reframe contemporary curricular organization, favoring student protagonism and the articulation between forms of knowledge. Methodologically, Bibliographic Research is adopted, with a survey and critical analysis of recent academic productions on curriculum, diversity, teacher education and active strategies. The investigative path covers the decolonization of knowledge, transdisciplinarity, financial education and student autonomy, showing that such approaches broaden the formative repertoire when organically integrated with the pedagogical project. The results indicate that the integration between technology and active methodologies enhances the autonomous construction of knowledge, provided it is accompanied by didactic intentionality and continuing teacher education. It is inferred that curricular innovation does not depend only on technological resources, but on a reconfiguration of teaching and learning relationships. The research contributes to the educational debate by proposing concrete paths to overcome transmissive models, valuing diversity and the active participation of students in the production of knowledge.
Denilian Rodrigues Fernandes dos Santos, Eliah Thiciane dos Anjos Calazans, Katia Suênia Queiroz Do Bú et al.· Revista de Estudos Interdisc...· 0 citations
This article examines, with analytical depth, the incorporation of technological methodologies into the school curriculum within Brazilian basic education, critically problematizing how such innovative practices reorganize teaching work, institutional dynamics, and the student experience in daily school life. The general objective consists of thoroughly analyzing the pedagogical implications of this curricular and technological integration, considering in an articulated manner hybrid teaching, active learning methodologies, and digital information and communication technologies as structuring axes. The adopted methodology is based on qualitative Bibliographic Research, grounded in the systematic analysis of recent academic productions addressing teacher training, educational policies, and curricular innovation. The investigative path covers the historical and social contextualization of the theme, the rigorous formulation of the research problem, the support of consolidated theoretical foundations, and critical considerations regarding contemporary pedagogical practice. The findings indicate that technological integration demands a profound reconfiguration of formative practices, requiring the overcoming of merely instrumental or superficial approaches to digital resources. It is concluded that the effectiveness and success of this incorporation intrinsically depend on consistent continuing education policies, structural investments aimed at the adequate infrastructure of school units, and a continuous resignification of the curriculum, in order to foster highly significant learning, critical thinking, and student protagonism throughout Brazilian basic education.
Verônica Inacia Ribeiro Ramos, Denilian Rodrigues Fernandes dos Santos, Kely Eloir de Campos et al.· Revista de Estudos Interdisc...· 0 citations