CNE (Conselho Nacional de Educação) in March published an opinion describing guidelines for educational networks to create their technology curricula within a year. The document still needs approval to enter into force. Education Technologist and Tríade Educacional Director, Leandro Holland states that in addition to setting guidelines for technology education, the networks will need to invest significantly in teacher training, as well as ensuring equipment for all students.
Holland remembers that working with technology is already part of the school, but when we talk about having a curriculum to teach technology and computing, we are talking about learning expectations for each year and degree, for each level of education and what each student should know at the end of each educational stage. “Today there is a very strong effort to bring computational thinking, programming, digital culture, ethics into digital media, and what happens is that, very often, the school does not have direct oversight of this work, because it does not have a curriculum, which is exactly what will structure These expectations are to be able to gauge what is being developed, what can be improved, and work with evidence,” he added.
The specialist points out that technology education needs to be aligned with students’ life stage and that much is lost when schools set aside computer classes, arguing that students will already be “digital natives”. The use of social networks, present in the current generations, is closely related to communication. A curriculum that combines technology learning with other disciplines is possible, such as teaching the student to make a spreadsheet to create graphs in a math class; Or create a text collaboratively in a language class. It is not just a resource, but in a context that enhances expected learning in areas of knowledge,” he adds.
The Director emphasizes that it is necessary to develop methodologies not only for student education, but also for teacher training, so that there is a possibility for professors to enhance learning of curricular base topics along with learning technology. “This is a point that still needs a lot of training, because it is not enough to have the resource, it is necessary to apply it correctly. During the pandemic, there have been investments in different resources, but it is necessary to know how to integrate it into the reality of the classroom that is back in existence face to face. to face,” he asserts. “It is also important that students have the opportunity to handle the equipment, so investment in these infrastructures will also be necessary,” he notes.
Holland says that in addition to the curriculum, networks need to develop ways to monitor whether what has been planned is being implemented. “This curriculum should be built with the participation of teachers, in a collaborative way. He concluded that technology teaching should be based on pillars such as available classroom resources, Internet quality, and teacher training.
Students are already engaging with technology in the classroom, ensuring networks
Although the technology curriculum discussion has become formal, students are already connected to education, ensuring the municipal and state networks of Grande ABC. The Minister of State for Education reported that since 2019 the Technology and Innovation Guidelines have been implemented, which are organized into three axes: TDIC (Digital ICT), Digital Literacy and Computational Thinking. Currently, students from the fifth year of elementary school to the third year of high school have access to the classes.
Santo André reports that the development of a specific curriculum on this topic, which aligns with the opinion of the CNE (National Council on Education), is under consideration. The administration stressed that “the issue of technology permeates the components of curricula at all levels of education.”
São Bernardo stated that competence, technology and innovation are already part of the curriculum. “Creative learning has been a part of everyday life for students in the municipality network since 2017, with rooms/labs set up for this immersion in logical and creative thinking.”
In São Caetano, educational technologies are part of the curriculum at the various stages of teaching, according to a city council report. “In integrated schools of primary education, there is, in the curriculum, work with gamification, while in other schools it is possible to develop projects related to robotics and programming,” he said in a note.
Diadema reported that the technology curriculum is under development and that while this stage has not been finalized, it maintains procedures with students of integrated education in Learn More, using tablets, in proposing digital integration, within the school’s program Conectada and Diademense PDE (Plan for Education Development) .
Mawa reports that the network serves children from 0 to 6 years old, with a focus on care and education, and that there are experiments with using technologies in the network’s curriculum. Rio Grande da Serra indicated that, in the opinion of the Minister of Education, the decision refers to studies on secondary and higher education and that the municipality serves only early childhood education and a primary school. Ribeirao Perez did not respond to questions from Daily.
The introduction of technology is possible from early childhood
The opinion of the CNE (Conselho Nacional de Educação) with guidance for educational networks to create their technology curricula addresses all educational levels, because, even with young children, it is possible to work with content.
In São Caetano, all schools have classes in this field of knowledge, from early childhood education, with digital tables to familiarization with the alphabet, which means that students are already familiar with the equipment that will be used in school life.
Principal of Emef (Municipal School of Primary Education) Anacleto Campanella, Adriana Bottini Asi, explains that work on implementing network technology began in 2017. In 2020, when the pandemic forced all students to adopt remote teaching, this experience was essential. “We already have the knowledge to create our own system, to set up our own software,” he said.
Adriana reported that teacher training has been extensive during the pandemic, to create a website, and platforms, that have made processes that were previously analog go digital, like class diaries.
For young Keyth Leroy Miranda, 7, a sophomore in elementary school, the computer she accesses at school is a portal to research. and games. “I use it more at school than at home,” he said. The director explained that the use of equipment is mixed with the teaching of the regular curriculum. “We have moments of study that make the classes interactive, without losing the essence of what is being worked on,” he said.
In private schools, in general, technology teaching has been around for longer than in the public network. At Stocco College, in Santo André, technology curriculum is offered from elementary school to high school. The unit’s educational coordinator, Rodrigo Reyes, explained that the syllabus is written for both basic technology and robotics classes. He stated that “the focus of this curriculum was specifically to look at the three axes of teaching computing, computational thinking (logic), programming language, and the understanding part where technology fits into the world.”