Information and Communication Technologies in the Curriculum of Basic Education in Brazil: Conceptions and Reality

Renata Luiza da Costa; Cláudia Helena dos Santos Araújo; Victor Freitas de Azeredo Barros; Alcides Hermes Thereza Júnior; Lorenna Silva Oliveira Costa

doi:10.1590/SciELOPreprints.4695

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Renata Luiza da Costa Instituto Federal de Goiás https://orcid.org/0000-0002-2638-6314
Cláudia Helena dos Santos Araújo Instituto Federal de Goiás https://orcid.org/0000-0003-2453-4456
Victor Freitas de Azeredo Barros University of Minho
Alcides Hermes Thereza Júnior Goiás State University https://orcid.org/0000-0001-6628-2686
Lorenna Silva Oliveira Costa Instituto Federal de Goiás https://orcid.org/0000-0002-1825-9606

DOI:

https://doi.org/10.1590/SciELOPreprints.4695

Keywords:

Basic Education, Curriculum, Information and Communication Technology, ICT, BNCC

Abstract

The recommendation for the integration of Information and Communication Technologies (ICT) for Basic Education, in Brazil, has become more forceful with each curricular reform, under the justification that it is very relevant knowledge for actively participating in the 21st Century. With the Covid-19 pandemic in 2020, there was a significant stimulus to the uses of these technologies to support different forms of education, commonly called emergency remote education. Within this scenario, this article aims to discuss the conceptions of technology in the basic education curriculum and the real conditions of access to ICT. So that, literature review and documentary research were carried out. The document outlining the National Common Curricular Base (BNCC) of Brazilian education together with data from the Brazilian Internet Steering Committee census regarding access to ICT in schools and homes were analyzed. It has been noticed that research carried out in public schools over the last 8 years, already denounced the lack of investment in technology and in teacher training for the use of ICT in these schools. In other words, the exposure caused by the pandemic only led to broader public knowledge of what was already the precarious reality in Brazilian public schools. The theoretical conception that prevails in BNCC is not of integral formation, but instrumental. Although national curriculum recommendations increasingly encourage the use of ICT in school spaces, the reality exposes that investments in human and technological resources are not compatible even for limited instrumental teaching, even with the social pertinence of the theme.

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Author Biographies

Cláudia Helena dos Santos Araújo, Instituto Federal de Goiás

Ph.D in Education at Pontifical Catholic University of Goiás (2012). Post-doctorate in Cultural Studies at UFRJ (2020). Master in Education at PUC- Goiás (2008). She holds a degree in Pedagogy from the State University of Goiás (2001) and a specialization in Higher Education Methodology from the same university (2005). She is an associate at the National Association of Graduate Studies and Research in Education / ANPEd. Member of the Brazilian Society for the Progress of Science (SBPC). She serves as editor of Revista Anápolis Digital. Full Professor at the Federal Institute of Education, Science and Technology of Goiás (IFG) and Researcher. He works in the Graduate Program - Academic Master's in Education at IFG, in the line of research: Work, Policies and Teacher Training; and in the Networked Professional Master's in Vocational and Technological Education (ProfEPT). She has experience in the area of Education, Teaching and Teacher Training, with an emphasis on Education and Technology, Vocational and Technological Education, Theories of Education and Pedagogical Processes, Basic and Higher Education, Distance Education, Didactics and Teacher Training. Member of the Advanced Program in Contemporary Culture (PACC/UFRJ). Member of Kadjót - study group between technologies and education. Member of the Center for Research and Studies in Teacher Training and Environmental Education (NUPEDEA). Member of the Research Group on Social Theory and Public Policy.

Victor Freitas de Azeredo Barros, University of Minho

Victor F. A. Barros is an Invited Professor at the Department of Information Systems of the School of Engineering of the University of Minho (UMINHO). He is a Collaborative Researcher at the Algoritmi Centre/University of Minho (Portugal). He is President of BRAIS – Brazilian Chapter of Association for Information Systems, Vice-President of the IEEE WiE-PT – Portuguese Chapter of the IEEE Women in Engineering and Chair of the Smart Group of Interest “Gender Equality in IST” of the PTAIS – Portuguese Chapter of the Association of Information Systems. Victor Barros is Editor-in-Chief of BRAJETS – Brazilian Journal of Education, Technology and Society (ESCI WoS Indexed), Associate Editor of JISTEM – Journal of Information Systems and Technology Management (AIS Affiliated Journal), Associate Editor of DOAJ – Directory of Open Access Journals, Member of the International Board Editorial of the RIAEE – Ibero-American Journal of Education Studies, and Executive Secretary of the COPEC – Science and Education Research Council. Victor Barros is Visiting Researcher at several universities, namely, University of São Paulo (USP); Mackenzie University; Paulista State University (UNESP), Pontifical Catholic University of Goiás (PUC-GO); Espírito Santo Federal University (UFES); Goiás Federal Institute (IFG); and Catarinense Federal Institute (IFC). He has more than 140 papers published in several congresses, journals and scientific books. He has been involved in more than 12 National and International Research Projects, with emphasis on the H2020 Project titled “Gender Equality Plans for Information Sciences and Technology Research Institutions, EQUAL-IST” (2017-2019), who was linked as Researcher Fellow. He is a member of the organization of the CONTECSI – International Conference on Information Systems and Technology Management (AIS Chapter Official Conference); CAPSI – Portuguese Conference of Information System (AIS Chapter Official Conference); and EDUNINE – IEEE World Engineering Education Conference. He was in the Organization of the ECIS2017 – 25th European Conference on Information Systems (AIS Affiliated Conference); and others 35 conferences around the world. He was Professor at IFG – Goiás Federal Institute of Education, Science and Technology (2011-2012), Professor at e-learning center E-PROINFO/MEC/UFG that belong to Brazilian government (2011-2013); Professor at FEBAB – Brazilian Federation of Library Associations, Institutions and Information Scientists (2012-2014) and Researcher Professor at FORMA/IFG – Advanced Center for Continuing Education of Teachers of Basic Education (2011-2013).

Alcides Hermes Thereza Júnior, Goiás State University

Masters in TSOL at the University of Providence in Manitoba, Canada (ongoing). Master in Linguistic Studies from the Federal University of Uberlândia, Brazil. Graduated in Arts with qualification in Portuguese and English at University of Uberaba. Full professor at the State University of Goiás, Campus Inhumas. Subjects: English as Second Language, Supervised Internship in English Language for Teacher Education. Coordinates lato sensu specialization course Language, Culture and Teaching and the Campus Language Center. Experience of teacher training and supervised internship, with an emphasis on Teaching English and Teaching Portuguese Language based on textual genres.

Lorenna Silva Oliveira Costa, Instituto Federal de Goiás

PhD in Environmental Sciences, Master in Science and Mathematics Education and a degree in Chemistry, at the Federal University of Goiás. She is currently leader of the Center for Studies and Research in Science Teaching-NEPEC and full professor at the Federal Institute of Education, Science and Technology of Goiás-Câmpus Inhumas. She has experience in the field of Chemistry Teaching, working mainly on the following topics: environmental education, teaching-learning in the historical-cultural approach, EJA and teacher training.