Resumen

LOIO, Milene Peixer; ESPINDOLA, Marina Bazzo de; CERNY, Roseli Zen  y  TOSATTI, Nayara Cristine Müller. SCHOOL CULTURE RECONTEXTUALIZING DICT INTEGRATION IN THE CURRICULUM. e-Curriculum [online]. 2020, vol.18, n.2, pp.636-656.  Epub 15-Oct-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i2p636-656.

The school context is constantly pressured by social demands, delimited by policies and by social perceptions about the role of the school in today's society. Among the main demands, the integration of digital technologies in practices and curricula appears with great emphasis in policies and educational debate. However, it is at school that expectations and Digital Information and Communication Technologies (DICT) are reconfigured and recontextualized. This article is an excerpt from a larger research and in it we aim to analyze how teachers redefine the possibilities of DICT in the curriculum from the school culture. From the statements of teachers and managers of four public schools in the state of Santa Catarina, the following categories emerged: (i) Infrastructure impacts on the integration of TDIC into the school curriculum; (ii) School policies for the integration of DICT; (iii) Experiences of the school collective with DICT integration; (iv) DICT Pedagogical potentialities envisioned by the school collective for its context. The significant differences that each school presented in their contexts, especially in relation to infrastructure management, reflect how they reframe the use of TDIC and integrate them into the curriculum.

Palabras clave : School culture; DICT; Curriculum; Pedagogical practice..

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