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Open access Aug 2026

INTEGRATION OF TECHNOLOGICAL METHODOLOGIES INTO THE SCHOOL CURRICULUM IN BRAZILIAN BASIC EDUCATION

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. · 0 citations
Open access Aug 2026

TECHNOLOGIES AND PEDAGOGICAL PRACTICES: CHALLENGES, POSSIBILITIES, AND PATHWAYS TO EDUCATIONAL INNOVATION

This research aims to analyze the contributions of digital technologies to pedagogical practices, identifying the main challenges, possibilities, and strategies that favor educational innovation. In the current educational scenario, new technologies have demanded innovative pedagogical practices, as they offer resources that can be incorporated into teaching and learning processes. Thus, media resources need to contribute to the positive transformation of pedagogical practice, through clear objectives according to the needs and abilities of each student. The methodology adopted in this study was bibliographic research, analyzing materials such as scientific articles and books that discuss the respective theme. It is concluded that it is fundamental that educators possess the necessary skills to incorporate Information and Communication Technologies into their professional activities, thus ensuring equality and excellence in learning. Therefore, the effective integration of ICT in schools has the potential to transform pedagogical practices; however, for the benefits of ICT investments to be realized, it is crucial that teachers receive adequate training aligned with pedagogical demands.

Roberto de Cássio Viana Moraes, Celice Caldas Pinto, Fábio Coelho Pinto · 0 citations
Open access Jul 2026

Between vocation and technology: tensions and opportunities of digital teaching competence in fiscomisional institutions in Esmeraldas

It is suggested that building teachers' digital competence should be approached holistically, including a development strategy that integrates professional vocation, continuing education, institutional leadership, and pedagogical innovation to foster sustainable educational transformation processes in mission-driven contexts.

José Gilberto Argandoña Moreira, Mirna Geraldine Cevallos Mina, Betsy Katherine Cambindo Quiñónez et al. · 0 citations
Review Open access Aug 2026

CURRICULUMS AND TECHNOLOGY: ACTIVE METHODS FOR INNOVATIVE LEARNING

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. · 0 citations
Review Open access Jul 2026

Digital pedagogy in the context of digitalization of higher education

The article is devoted to the study of the role of digital pedagogy in the transformation of modern higher education. The purpose of the study is to identify the main factors that affect the effectiveness of digital learning, taking into account pedagogical, behavioral, and organizational aspects. The study is based on the analysis of an open dataset (N = 3595), which contains the results of a survey of students, teachers and heads of educational institutions. To identify the relationships between key indicators, the methods of descriptive statistics and Spearman's correlation analysis were used. The results obtained showed that the majority of participants in the educational process positively assess the possibilities of digital learning, but its effectiveness largely depends not on the technologies themselves, but on the quality of their pedagogical use. It has been established that the greatest impact on the perception of the effectiveness of digital learning is the support of the teacher. The scientific novelty of the study lies in the comprehensive consideration of digital learning as a result of the interaction of technologies, pedagogical support and active participation of students. The practical significance of the work lies in substantiating the need to develop a human-centered model of digitalization of higher education.

L. Butenko, O. Ishutina, O. Iaburova et al. · 0 citations
Review Open access Jul 2026

Innovative strategies for the didactic updating of university professors of language and literature: challenges and possibilities in contexts of educational transformation

This literature review critically analyzes innovative strategies for updating the teaching practices of university professors of Language and Literature in the face of digitalization and institutional vulnerability. The study stems from a clear need: to understand that innovation is not a purely technical matter, but rather a complex reconfiguration marked by the clash between disciplinary tradition, technological advancement, and the structural inequalities of Latin American higher education. Through a meticulous examination of the literature, three key areas are identified: the persistence of traditional, teacher-centered classes; the scope and limitations of active methodologies and virtual learning environments; and the material conditions that shape change in universities. Simultaneously, the article delves into pedagogical resilience in the face of emergencies, using Ecuadorian universities recently impacted by crises as a case study. The findings demonstrate that, although innovative strategies enhance student autonomy and collaborative learning, their actual success depends on fundamental factors: material support, teacher training, and institutional backing. Therefore, educational innovation is revealed as an unequal and situated process. It is concluded that updating this teaching method requires a critical and humanistic approach, capable of integrating pedagogical innovation with cultural mediation and addressing current social inequalities.

Santa Rocío Toala Ponce, Rosa Romelia Posso Martínez, Gladys Janet Betancourt Sevilla et al. · 0 citations