Integração currículo e tecnologia educacional no ensino fundamental: web currículo na prática

Abstract

This research aims to analyze the integration of the Educational Technology into the curriculum, delimited in an academic grade (6th grade) in a private bilingual middle school in the city of São Paulo (SP), Brazil, identifying whether there are indicators of web curriculum and, if they do appear, how they emerge and expand this integration. To achieve this goal, I investigate studies on integration between curriculum and Information and Communication Technologies (ICTs) in the Brazilian Basic Education system, done through a process of systematic literature review (SLR). I also identify and analyze ICTs international curricular proposals (Australian curriculum) ) and national (city of São Paulo curriculum). As a hypothesis, this paper considers that the integration between curriculum and ICTs takes place in the convergence of the individuals’ (managers, principals, teachers, students and families) intentions, concepts, beliefs, values, actions and their products in the educational institution. The theoretical basis of this work is built from the concepts of curriculum to focus on the conception of web curriculum, integrated into digital culture, and characterized by ubiquity. The web curriculum indicators pointed out by Almeida (2019) - multiliteracies; social interaction; context of learning; collaboration; participation; engagement and sharing, authorship, spiral learning , reflection, refinement / (re) construction of knowledge; theorypractice articulation – are the basis for this work , and they are analysed based on the approach of active methodologies in teaching and learning. The methodological design of this research is contextualized in the interpretative paradigm and follows a qualitative approach with developments in the field research and contributions to the systematic literature review and to the documentary research method; and it is finally concluded by the analysis of content. As a result of the analysis, it is observed that the SDS curriculum incorporates elements of the traditional, critical and post-critical curriculum. After identifying convergences and divergences in the actions of the school comunity in relation to the curriculum proposal of the institution, it is possible to list as indicators of web curriculum: ubiquity and learning context, multiliteracies, authorship, spiral learning, reflection, refinement and (re) construction of knowledge, engagement, participation, collaboration and sharing, social interaction as asserted by Almeida (2019). Regarding the curriculum in action, all the indicators postulated by Almeida (2019) are identified, in addition to three new ones: the organization and handling of offline and in the cloud data as well as the handling of hybrid teaching and co-authorship. The hypothesis, at the end of the work, is confirmed: the convergence of the individuals’ (managers, principals, teachers, students and families) intentions, concepts, beliefs, values, actions and their products in the educational institution. This convergence promotes the integration of the school subjects with technology - consequently, enhancing the curriculum