<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000200614</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p614-635</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CURRÍCULO E TECNOLOGIA: REVISÃO SISTEMÁTICA DE LITERATURA NO ÂMBITO DA REVISTA CIENTÍFICA E-CURRICULUM]]></article-title>
<article-title xml:lang="es"><![CDATA[CURRICULUM Y TECNOLOGÍA: REVISIÓN DE LA LITERATURA SISTEMÁTICA EN EL ÁMBITO DE LA REVISTA CIENTÍFICA E-CURRICULUM]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM AND TECHNOLOGY: SYSTEMATIC LITERATURE REVIEW WITHIN THE DOMAIN OF THE E-CURRICULUM JOURNAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[Maria Elizabeth Bianconcini de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PERRIER]]></surname>
<given-names><![CDATA[Gerlane Romão Fonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GONÇALVES]]></surname>
<given-names><![CDATA[Lina Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MUÑOZ]]></surname>
<given-names><![CDATA[Cleide Maria dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro Universitário Sumaré  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>614</fpage>
<lpage>635</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200614&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200614&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200614&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Com o objetivo de caracterizar a produção científica disponibilizada pela Revista Científica e-Curriculum, resultante de pesquisas acadêmicas sobre as temáticas que versam sobre currículo e tecnologia, foi realizada uma Revisão Sistemática de Literatura (RSL) com o uso da técnica de análise de conteúdo. De acordo com o Protocolo de Estudo, a RSL contemplou as etapas: planejamento e formalização; levantamento bibliográfico; metanálise dos resultados iniciais; sumarização da metanálise; finalizando com análise crítica dos resultados. Foram selecionados 141 artigos, dentre os 571 publicados nos 15 anos de existência da Revista. Com a metanálise foram identificadas quatro categorias de análise: formação e prática docente com projeto; tecnologia e currículo no contexto escolar; cursos, atividades e recursos; aprendizagem e construção do conhecimento. Como principal resultado destaca-se a convergência entre as temáticas formação e prática docente com projetos e tecnologia e currículo no contexto escolar, evidenciando o potencial das tecnologias digitais para a formação de professores. Na abordagem dada aos cursos, atividades e recursos, predominam cursos a distância e híbridos. Aprendizagem e construção do conhecimento pelo professor e pelos alunos são abordadas concomitantemente, pois um professor aprendente cria contextos favoráveis à construção de conhecimento pelos alunos. Conclui-se que as publicações analisadas revelam o desempenho da função social e científica da e-Curriculum ao promover a democratização do saber construído pela academia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Con el objetivo de caracterizar la producción científica puesta a disposición por la Revista Científica e-Curriculum, resultante de investigaciones académicas sobre los temas que tratan de currículo y tecnología, se llevó a cabo una Revisión Sistemática de Literatura (RSL) con el uso de la técnica de análisis de contenido. Según el Protocolo de Estudio, la RSL contempló las etapas: planificación y formalización; recopilación bibliográfica; metaanálisis de los resultados iniciales; sumarización de metaanálisis; finalizando con un análisis crítico de los resultados. Se seleccionaron 141 artículos, entre los 571 publicados en los 15 años de existencia de la Revista. Con el metaanálisis se identificaron cuatro categorías de análisis: formación y práctica docente con proyecto; tecnología y currículo en el contexto escolar; cursos, actividades y recursos; aprendizaje y construcción del conocimiento. Como principal resultado se destaca la convergencia entre los temas de formación y práctica docente con proyectos, tecnología y currículo en el contexto escolar, poniendo en relieve el potencial de las tecnologías digitales para la formación de los profesores. En el enfoque de los cursos, actividades y recursos, predominan los cursos a distancia e híbridos. El aprendizaje y la construcción del conocimiento por parte del profesor y de los alumnos son tratados concomitantemente, ya que un profesor que aprende crea contextos favorables a la construcción de conocimiento de los alumnos. Se concluye que las publicaciones analizadas revelan el desempeño de la función social y científica del e-Curriculum al promover la democratización del saber construido por la academia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT A Systematic Literature Review was carried out to characterize the scientific output provided by the e-Curriculum Journal, resulting from academic research on the Curriculum and technology, which was based on the technique of content analysis. In accordance with the guidelines of the Study Protocol, the SLR included the following: planning and formalization; a bibliographical survey; a meta-analysis of the initial results; a summary of the meta-analysis; and finally a critical analysis of the results. 141 articles were selected from 571 published during the 15-year history of the e-Curriculum. Four analytical categories were identified by the meta-analysis: teacher training and practice with projects; technology and the Curriculum in the school setting; courses, activities and resources; learning and knowledge construction. The main finding was that there is a convergence between teacher training and practice and projects involving technology and the Curriculum in the school setting, which showed the potential value of digital technologies for teacher training. With regard to courses, activities and resources, references to distance learning and hybrid courses are predominant. Learning and knowledge construction by the teacher and students are combined, as the ¨learning¨ teacher creates situations that are suited to the students involved in knowledge construction. It can be concluded that e-Curriculum publications fulfill their social and scientific purpose by encouraging the academic world to be engaged in the creation and democratization of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Publicações científicas]]></kwd>
<kwd lng="pt"><![CDATA[Formação e prática docente]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Construção de conhecimento.]]></kwd>
<kwd lng="es"><![CDATA[Publicaciones científicas]]></kwd>
<kwd lng="es"><![CDATA[Formación y práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[Construcción de conocimiento.]]></kwd>
<kwd lng="en"><![CDATA[Scientific publications]]></kwd>
<kwd lng="en"><![CDATA[Teacher training and practice]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[the Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Knowledge building.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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