Tecnologias Digitais da Informação e Comunicação na BNCC: uma análise das propostas de implementação no currículo do Ensino Fundamental I

Abstract

The goal of this research is to examine two proposals for implementation of digital technologies in elementary school, according to the guidelines stipulated in Brazil’s Base Nacional Comum Curricular [National Unified Curriculum Reference] – BNCC. We believe that it is necessary to understand how these curriculum adaptations are taking place, since nowadays educators all over the world face the challenge of putting into practice an innovative proposal for training young people, developing creativity, critical and computational thinking, as well as other key skills and competences for our time. The relevance of our research is justified by a reflection on pedagogical practices and the school curriculum, based on which we contend that technological changes in education should not be limited to the BNCC recommendations, but must also include a redefinition of how we think and learn. For this reason, we seek to map the repercussions of BNCC’s fifth competence which addresses the use of technological tools) in teaching practice suggestions aimed at elementary school curricula. This is a documental and bibliographic research, in which we analyze the BNCC employing the theoretical framework of scholars such as Piaget, Papert and Vygotsky to investigate how the application of BNCC’s fifth competence has effectively materialized in a) the Ministry of Education’s elementary school teaching guide; and b) the State of São Paulo’s Curriculum, which the São Paulo State Department of Education provides as a reference for educators and school managers. Finally, as a result, we offer reflections on the existing governmental proposals and point out references and ideas for the implementation of the BNCC’s fifth competency in schools, emphasizing its importance