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

article.authors6a32fa63b0d1f

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:

Educación básica, Plan de estudios, Tecnología de la información y la comunicación, TIC, BNCC

Resumen

La recomendación para la integración de las Tecnologías de la Información y la Comunicación (TIC) para la Educación Básica, en Brasil, se ha vuelto más contundente con cada reforma curricular, bajo la justificación de que es un conocimiento muy relevante para participar activamente en el siglo XXI. Con la pandemia de Covid-19 en 2020, hubo un estímulo significativo para el uso de estas tecnologías para apoyar diferentes formas de educación, comúnmente llamada educación remota de emergencia. Dentro de este escenario, este artículo tiene como objetivo discutir las concepciones de tecnología en el currículo de educación básica y las condiciones reales de acceso a las TIC. Para ello, se llevó a cabo una revisión de la literatura y una investigación documental. Se analizó el documento que describe la Base Curricular Común Nacional (BNCC) de la educación brasileña junto con los datos del censo del Comité Directivo de Internet de Brasil sobre el acceso a las TIC en escuelas y hogares. Se ha notado que las investigaciones realizadas en las escuelas públicas durante los últimos 8 años, ya denunciaban la falta de inversión en tecnología y en la formación de docentes para el uso de las TIC en estas escuelas. En otras palabras, la exposición causada por la pandemia solo llevó a un mayor conocimiento público de lo que ya era la precaria realidad de las escuelas públicas brasileñas. La concepción teórica que prevalece en BNCC no es de formación integral, sino instrumental. Si bien las recomendaciones curriculares nacionales fomentan cada vez más el uso de las TIC en los espacios escolares, la realidad expone que las inversiones en recursos humanos y tecnológicos no son compatibles incluso para una enseñanza instrumental limitada, incluso con la pertinencia social de la temática.

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Biografía del autor/a

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.