<?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>S1809-38762025000100309</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2025v23e74072</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Legado e Perspectivas da Linha Novas Tecnologias em Educação nos 50 Anos do PPG Educação: Currículo da PUC-SP]]></article-title>
<article-title xml:lang="en"><![CDATA[New Technologies in Education: Fifty Years of the Research Line Within PUC-SP&#8217;s Graduate Program in Education: Curriculum]]></article-title>
<article-title xml:lang="es"><![CDATA[Legado y Perspectivas de la Línea de Nuevas Tecnologías en Educación en los 50 años del PPG Educación: Currículo de la PUC-SP]]></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[Silva]]></surname>
<given-names><![CDATA[Maria da Graça Moreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Fernando José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dowbor]]></surname>
<given-names><![CDATA[Ladislau]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762025000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762025000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762025000100309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa a trajetória da Linha de Pesquisa Novas Tecnologias em Educação no contexto dos 50 anos do Programa de Pós-Graduação em Educação: Currículo, da PUC-SP, que a abriga. Desenvolve um ensaio teórico-crítico sobre os desafios da educação frente ao mundo contemporâneo, cuja centralidade é digital, com reflexões para a investigação, o ambiente escolar e as políticas curriculares. Seu legado destaca o reconhecimento da educação, em suas formas curriculares, não deve se isolar do contexto e das políticas; os trabalhos docentes devem convergir em defesa de uma educação crítica, aberta e comprometida com a justiça social. Afirma que não se trata de ensinar a operar máquinas, mas de compreender como as tecnologias, da internet à inteligência artificial, reorganizam o acesso ao conhecimento, à economia, à cultura e às formas de convivência. Esse movimento revela que as tecnologias não são meros instrumentos, mas mediações carregadas de valores, intencionalidades e disputas, tendo o currículo como território de disputa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the trajectory of the Research Line New Technologies in Education within the context of the 50th anniversary of the Graduate Program in Education: Curriculum at PUC-SP, which hosts it. It develops a theoretical-critical essay on the challenges facing education in a digitally centred society. This work develops a theoretical-critical essay on the challenges facing education in a digitally centred society. Its legacy highlights the recognition that education, in its curricular forms, should not be isolated from social and policy life; teaching work must converge in defense of a critical, open, and socially just education. It asserts that the goal is not merely to teach how to operate machines, but to understand how technologies-from the internet to artificial intelligence-reorganize access to knowledge, the economy, culture, and modes of social interaction. This movement reveals that technologies are not mere tools, but mediations imbued with values, intentions, and disputes, with the curriculum as dispute territory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza la trayectoria de la Línea de Investigación Nuevas Tecnologías en Educación en el contexto de los 50 años del Programa de Posgrado en Educación: Currículo, de la PUC-SP, que la acoge. Desarrolla un ensayo teórico-crítico sobre los desafíos de la educación frente al mundo contemporáneo, cuya centralidad es digital, con reflexiones dirigidas a la investigación, al entorno escolar y a las políticas curriculares. Su legado destaca el reconocimiento de que la educación, en sus formas curriculares, no debe aislarse del contexto ni de las políticas; el trabajo docente debe converger en defensa de una educación crítica, abierta y comprometida con la justicia social. Afirma que no se trata de enseñar a operar máquinas, sino de comprender cómo las tecnologías, desde internet hasta la inteligencia artificial, reorganizan el acceso al conocimiento, a la economía, a la cultura y a las formas de convivencia. Este movimiento revela que las tecnologías no son meros instrumentos, sino mediaciones cargadas de valores, intencionalidades y disputas, siendo el currículo un territorio en disputa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[novas tecnologias em educação]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[educação crítica]]></kwd>
<kwd lng="pt"><![CDATA[escolarização aberta]]></kwd>
<kwd lng="pt"><![CDATA[plataformização]]></kwd>
<kwd lng="en"><![CDATA[new technologies in education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[critical education]]></kwd>
<kwd lng="en"><![CDATA[open schooling]]></kwd>
<kwd lng="en"><![CDATA[platformization]]></kwd>
<kwd lng="es"><![CDATA[nuevas tecnologías en educación]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[educación crítica]]></kwd>
<kwd lng="es"><![CDATA[escolarización abierta]]></kwd>
<kwd lng="es"><![CDATA[plataformización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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