Metodologias ativas integradas às tecnologias digitais na implementação do currículo do novo ensino médio da CREDE 16/CE

Abstract

It presents the use of active methodologies integrated with digital technologies in the educational field as a fertile ground for many challenges and possibilities. It comprises Emergency Remote Teaching (ERE) caused by the new coronavirus pandemic, in the years 2020 and 2021, a tool that accelerated the use of virtual and hybrid learning spaces to mediate teaching at all levels and stages of education. Discusses the implementation of the high school curriculum proposal in Brazil, through Law No. 13,415/2017, the need to develop digital and transversal skills for new pedagogical practices was enhanced. It aims to investigate the implementation of the “New High School” curriculum at CREDE 16 based on teacher training offered within the SEDUC/CE Educational Innovation Management Agent Project. It has an applied, exploratory, descriptive study and is configured as a case study. The locus of the research are five State High Schools from CREDE 16, located in the Central South region of the State of Ceará. In this way, the CIPP model of educational evaluation was adopted, according to its four axes: Context, Input, Process and Product. It identifies in the research results that the implementation of the New Secondary Education was successful and was combined with the adoption of active methodologies, however, greater investment in teacher training and technological resources is necessary. The culmination of this study is the construction of a collaborative digital platform, called “Collaborative Teaching”, which presents successful experiences of teachers with the adoption of active methodologies in the areas of knowledge of High School. It concludes that the educational product of this master's thesis aims to support teachers in adopting more assertive methodological practices in the curricular experience of the last stage of basic education.