The instrument of digital technologies in the curriculum of middle/secondary education

Brazil and Portugal

Abstract

The curriculum and digital technologies in the field of education have been, in recent years, points of tension between teachers, educational policy managers and students. The insertion of digital technologies in the context of Higher Education has been demanded since the beginning of the 2000s, and encompasses both the knowledge and skills necessary for the corporate life of the 21st century, as well as the interactive and communicational forms that circumscribe the cultures of youth. This paper aims to analyze the role of the insertion of digital technologies in the secondary / secondary education in different cultural and educational contexts, namely, Brazil and Portugal. The discussion on the screen is a result of a research carried out by a PhD in Education held at the State University of Santa Catarina (UDESC), whose qualitative study develops post-critical analysis that takes as a unit of analysis official and curricular documents that guide the education policy in both countries. We use as a theoretical contribution the studies of Veiga Neto (2002), Rodriguez (2006), Almeida and Valente (2011), Macedo and Macedo (2012), Costa (2016), among others. Research allows us to affirm that technologies enhance teaching and are configured, in the micro space that is the classroom, in pedagogical practices that stimulate students to analyze and know the space where they live. They can also contribute to influence the different socio-cultural dimensions of the life of each and every teenager and youth, in professional work and in the improvement and qualification of science.