The challenges of building the curriculum for digital natives in contemporary basic education
This article analyzes challenges related to building a curriculum for digital natives, establishing intersections with pedagogical practices and digital culture. The central question is: how can the construction of curricula for contemporary school institutions be based on the presence of digital na...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/59219 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/59219 |
| Access Level: | acceso abierto |
| Palabra clave: | school curriculum digital natives technologies digital culture currículo escolar nativos digitales tecnologías cultura digital nativos digitais tecnologias |
| Sumario: | This article analyzes challenges related to building a curriculum for digital natives, establishing intersections with pedagogical practices and digital culture. The central question is: how can the construction of curricula for contemporary school institutions be based on the presence of digital native students and digital technologies? To this end, we undertook a theoretical-critical discussion, based on qualitative bibliographical research. Based on the analytical-interpretative process, we infer that designing a curriculum for schools in the digital age implies understanding the changes in digital native learning; articulating the guidelines of the Common National Curriculum Base with regional demands and flexibilities; establishing a conception of curriculum appropriate to contemporaneity and inserting digital culture transversally among the curricular components. |
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