Resumo

LOUREIRO, Carla Cristiane; GRIMM, Viviane  e  MENDES, Geovana Mendonça Lunardi. Digital "immigrants" versus "native": discourse of digital technologies in curriculum policies. Roteiro. UNOESC [online]. 2016, vol.41, n.3, pp.725-742. ISSN 2177-6059.  https://doi.org/10.18593/r.v41i3.10599.

The discourses of "digital native" and "digital immigrant" in curriculum policies are the central object in analysis of this article. Its aim was to reflect on the relations between teaching, child, childhood, technology and curriculum, using as empirical material some curriculum documents written by the Brazilian Federal Gov ernment from the year 2000. It is considered that the child's social place in relation with digital technologies is marked by the existence of an "expertise" guaranteed by an "innate generational experience" (child-natives) in contrast to the other generations (teachers-immigrants), indicating a naturalized and deterministic view of the technol ogy to the detriment of more significant uses and empowerment possibilities of teach ers and children.

Palavras-chave : Children; Teachers; Digital Technologies; Curriculum.

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