Tecendo relações entre currículo e as tecnologias digitais da informação e comunicação na educação de jovens e adultos: os desafios dos docentes do CESU no município de Juiz de Fora/MG

Abstract

The insertion of Digital Information and Communication Technologies - ICTs in society has transformed the way people produce knowledge, acquire information, communicate, conceive work, and carry out their daily activities. These technologies redefine the concept of time and space and generate new learning demands that fall upon the school. Youth and Adult Education (YAE), as a component of this society and of the school, also receives the demands arising from the presence of these technologies in society. Therefore, it is necessary to discuss the meaning of the insertion of ICTs to the curricular construction in the pedagogical practice of YAE. For this work, within this theme, we focus our attention on how teachers understand the possibilities and challenges of this insertion of technologies into the school curriculum. The present study aims to investigate how teachers at CESU/JF constitute the curriculum in face of the semipresential modality in YAE in the city of Juiz de Fora/MG. The composition of the theoretical framework of the research includes productions about the discussion of ICT in YAE, discussing the functions of YAE, and YAE inserted in the information society. The social construction of the curriculum as well as the conceptions that teachers have about the curriculum, the ICT and the students of YAE. The discussions were guided through the theoretical references in the field of curriculum, the studies conducted by Gimeno Sacristán (2000) and Miguel Arroyo (2013), in the field of ICT, the authors Nelson Pretto (2008), Manuel Castells (2006) and Marco Silva (2010). We also rely on Paulo Freire (1996, 2000, 2019) in the field of YAE. From the methodological point of view, the research is characterized by a qualitative approach study that assumes as an instrument of empirical production the application of questionnaires with objective and dissertative questions and interviews. The research had as its subject teachers of the second segment of the YAE at the Custódio Furtado de Souza municipal school in Juiz de Fora/MG. In this way, we concluded that, even facing challenges, resistance and limits, the teachers participating in the research are able to develop their classes seeking quality work. Through dialogues it is possible to coordinate pedagogical work in order to develop a curriculum proposal together with the different school players. The results of the research reveal that the insertion of ICT in the pedagogical practice of YAE cannot be understood only as a process of instrumentalization of the student in the perspective of digital inclusion. It needs to be understood in the context of the legal right, in the scope of the equalizing and qualifying functions defined for EJA, being integrated in the curricular construction as a necessity of education in EJA of the 21st century.