A RELAÇÃO ESCOLA, TECNOLOGIA, ENSINAR E APRENDER: A TEORIA CRÍTICA COMO SUPORTE DE ANÁLISE
Abstract
O presente texto discorre sobre parte das discussões teóricas que fundamentam pesquisa de mestrado ainda em desenvolvimento. Nos limites aqui impostos, objetivamos apresentar algumas notas sobre a temática do currículo, elegendo a teoria crítica, mais especificamente, a sociologia crítica do currículo como “o lugar” de onde pretendemos buscar as contribuições para o debate sobre a relação entre a escola, a tecnologia e o currículo. Tomamos essa relação determinados pela hipótese de que o uso do computador no ambiente escolar influencia as ações do/no cotidiano, atuando diretamente nas atividades, nas práticas, nos discursos, nos modos de ensinar e de aprender. Diante disso, partimos do pressuposto que o currículo também é uma construção da/na cultura escolar que se reinventa diante da inserção da tecnologia no cotidiano da escola. Essa reinvenção está no desenho das novas formas de se conduzir o processo de ensinar e de aprender que se refletem no desenvolvimento de novas dinâmicas, uma vez que ocorrem relações sociais, troca de informações e aprendizados que são mediados pelo uso do computador. Nessa perspectiva, esperamos contribuir para o debate sobre currículo, discutindo a inserção dos recursos tecnológicos no ambiente escolar como parte do currículo da escola para atender a sociedade do conhecimento.
Palavras-Chave: Currículo, Cultura Escolar, Tecnologia, Informática.
Abstract: Relationship between school, technology, teaching and learning: critical theory foregrounding analysis. Current analysis deals with theoretical discussions that foreground a still undergoing research for a Master’s degree. Aspects on the curriculum thematics are presented, coupled to a critical sociology of the curriculum that will form the basis within the debate on the relationship between school, technology and the curriculum. A hypothesis is constructed on the use of the computer in the school milieu and its influence on the daily and day-to-day activities. It further analyzes the computer’s influence on the school’s activities, practices, discourses and its teaching and learning modes. The supposition is that the curriculum is also a construction of and within school culture that reinvents itself through the insertion of technology in the school’s daily activities. Reinvention lies within the new modes in the teaching and learning process that reflect themselves in the development of new dynamics. This occurs because of exchange in information and trainings mediated by computer use. Debate on the curriculum with discussions on the insertions of technological resources in the school milieu as part of the school curriculum to attend knowledge society will be thus highlighted.
Key-Words: Key words: Curriculum; School Culture; Technology; Computer Science.
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