DIGITAL CULTURE IN THE HIGH SCHOOL CURRICULUM: CHALLENGES AND PERCEPTIONS IN IMPLEMENTATION

Resumo

GARBIN, Mônica Cristina  e  FERREIRA, Bruno de Oliveira. DIGITAL CULTURE IN THE HIGH SCHOOL CURRICULUM: CHALLENGES AND PERCEPTIONS IN IMPLEMENTATION. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2025, vol.34, n.78, pp.130-150.  Epub 12-Jan-2026. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2025.v34.n78.p130-150.

This study analyzes the perceptions of school administrators and teachers regarding the inclusion of digital culture as a subject in the high school curriculum of public schools in a Brazilian state. The aim is to highlight the main perspectives of these individuals on this new curricular requirement, their understanding of instructional organization, and the challenges and needs identified for its effective implementation. Content analysis, grounded in Bardin’s theoretical framework and Fiorin’s perspective, allowed us to identify the main themes and discourses present in the responses. The findings reveal a convergence in recognizing the formal integration of digital culture into the school curriculum, as well as a contrast between the perspectives of teachers- who emphasize their own learning processes in relation to digital culture- and those of administrators, who are more focused on the tangible outcomes delivered by educators.

Palavras-chave : digital culture; education; curriculum.

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