CURRICULUMS AND TECHNOLOGY: ACTIVE METHODS FOR INNOVATIVE LEARNING

Abstract

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.