Resumo

RUBIO, Ana Claudia Pereira  e  OLIVEIRA, Ozerina Victor de. INTEGRATION OF DIGITAL NETWORK TECHNOLOGIES INTO THE CURRICULUM: THE LEADING ROLE OF TEACHERS IN THE POLICY CYCLE. e-Curriculum [online]. 2020, vol.18, n.1, pp.85-110.  Epub 30-Set-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i1p85-110.

This article discusses the integration of Digital Network Technologies (DNT) in the school curriculum, with the aim of identifying and exposing the policy cycle of such curriculum and its contexts, in face of public policies related to the issue. We highlight the leading role of teachers in the constitution of discourses which support this integration in a public school in the State of Mato Grosso, Brazil. The research is theoretically and methodologically guided by the understanding of discourse drawn from Laclau and Mouffe (1985), of curriculum as discourse, according to Lopes and Macedo (2011) and of policy cycle, according to Ball (1994). As a result of these choices, a bibliographic and documentary study as well as field data collection were conducted. For the data collection, we used interviews with nine teachers who work in one of the cycles of the final grades of Elementary School of a public institution and the observations of a participant in their classes. Considering the cyclical movement between the curriculum policy contexts under analysis, it was found that it is possible to integrate DNT into the curriculum, in order to recognize them as social practice and carry them out, even if provisionally, when there is the leading role of the teachers investigated. In addition, it was noticed that DNT configure pedagogical mediations between the life of teachers and students.

Palavras-chave : Digital Network Technologies; Elementary School curriculum; Teacher leading role.

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