TECHNOLOGIES IN THE CURRICULAR PRODUCTION MOVEMENT: DISCUSSING CURRICULUM POLICY

Abstract

This article is the result of our research that does not include any field of discussion of “Curriculum Policies” and of the problems that contribute to the contribution of educational policies to the political movement, which is discursive (LOPES and MACEDO, 2011). From discussions in a research group that proposes to debate or to a field of dialogue in dialogue with current curricular policies, we investigate the intense political-curricular production that tries to justify the importance of the use of materials, educational techniques and norms, following the application of teaching practice in schools, under the premise that this guarantees a “quality in education”. Problem in technology as a possible language of dialogue of social actors, changing their ways of thinking, acting and relating to the world and to others. We bring this discussion to think about the relations and proposals of pedagogical practices developed in the classroom in dialogue with this other language and how it reconfigures the pedagogical processes. It is a type of research oriented towards the problem, seeking meanings in an investigative context, and consisted of monitoring classes in the discipline Integration of Media and New Technologies (IMNT) during the second semester of the 2017 academic year, in a public school institution located on the outskirts of the city of Rio de Janeiro. We discussed from the field diary and some excerpts from interviews with teachers in this discipline. We raise questions that are of interest for the purpose of reflecting the production of the curriculum in the contemporary social scenario. The analyzes moved us to the discussion of the practices of teachers and students as discourses that establish meaning to political production.