A pesquisa brasileira em educação sobre o uso das tecnologias no Ensino Médio no início do século XXI e seu distanciamento da construção da BNCC

• Ano de defesa: 2020
• Autor(a) principal: Fernandes Junior, Alvaro Martins
• Orientador(a): Almeida, Fernando José de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Currículo; Base Nacional Comum Curricular; Ensino Médio; Tecnologia educacional
• Palavras-chave em Inglês: Curriculum; High School; Educational technology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/23738

Education is characterized as a protagonist in countries that have set themselves the objective of enhancing the quality of life of their inhabitants. This context points to the urgency of obtaining a quick, authentic and effective return for the intermittency of cycles of poverty and the establishment of objectives that can favor freedom, harmony and progress. In this context this thesis of the Postgraduate Program, Doctorate in Education Curriculum of the Pontifical Catholic University of São Paulo, in the line of Research New Technologies in Education, have as general objective “Analyze how the knowledge produced by national research, in the first two decades of the 21st century, base the arguments for the use of digital technologies in high school in the theoretical conceptions of the Base Nacional Comum Curricular ”. The theoretical basis of this thesis is based especially on the legal frameworks that support BNCC and BNCC itself and the concepts of computational thinking, digital culture and the digital world and “Curriculum”, establishing the connections between these themes. For “Information and Communication Technologies in the view of BNCC” the authors used, among others, the authors: Wing (2006); Chabert (1999); Rushkoff (2010); Negroponte (1995); Almeida (1987; 2007); Almeida and Valente (2016); Dib (1974); Lévy (2000); McLuhan (1962); Castells (2010, 2013); Green (2009); and Costa (2002). The “Curriculum” chapter was based on: Almeida (2019); Arroyo (2013); Gimeno Sacristán (2000); Goodson (1995); Torres Santomé (2013); and Young (2016). For the methodology, we used: Romanowski and Ens (2006); Bardin (2016); Chizzotti (2014); Gil (2008); and Severino (2007). A qualitative study was carried out, exploratory to its objectives, and applied “State of the Art” methodologies as a technique for data collection, and “Content Analysis”, for the analysis of the data obtained. Based on the study carried out, it was concluded that, although the Base places many expectations in relation to the use of technologies in high school, it is not able to convey this explicitly when discussing about it. It was also discovered that, although young people demand a more modern school, they do not know how to react to activities that demand autonomy from them; and that the most successful experiences with technologies were those with well-trained teachers to execute them