Curriculum and technology: use of digital devices to promote inclusion and autonomy in learning

Resumen

This text seeks to present and analyze learning resources involving the use of digital technologies to promote autonomy, and collaborative and interactive constructions to encourage inclusion through the digital environment. I am especially interested in recognizing adaptations in teaching practice through the incorporation of digital devices to promote student autonomy. In this direction, I make use of the theoretical conceptions of Lévy (2011) and Morán (2015) seeking to accentuate reflections on the pedagogical and social practices of resources of digital and assistive technologies. The methodological procedures start from teaching-learning practices with the use of digital resources and social networks as collaborative tools, as well as programs adapted for the elaboration of Integrative Projects (IP) by technical high school students integrated into the Environment of the Federal Institute of Education, science and technology in Rio Grande do Sul (IFRS). The analysis allows us to state that the use of technologies available on the network is not enough by itself to constitute autonomous learning. It is necessary to take further steps to work with the concept of digital emancipation, which in turn advocates the collaborative construction of knowledge. The digital devices used allowed for shifting the learning process from a more informative model to a more autonomous, collaborative, and interactive model of knowledge construction in the involvement of students.

DOI: https://doi.org/10.56238/tfisdwv1-016