INTEGRATION OF TECHNOLOGICAL METHODOLOGIES INTO THE SCHOOL CURRICULUM IN BRAZILIAN BASIC EDUCATION

Abstract

This article examines, with analytical depth, the incorporation of technological methodologies into the school curriculum within Brazilian basic education, critically problematizing how such innovative practices reorganize teaching work, institutional dynamics, and the student experience in daily school life. The general objective consists of thoroughly analyzing the pedagogical implications of this curricular and technological integration, considering in an articulated manner hybrid teaching, active learning methodologies, and digital information and communication technologies as structuring axes. The adopted methodology is based on qualitative Bibliographic Research, grounded in the systematic analysis of recent academic productions addressing teacher training, educational policies, and curricular innovation. The investigative path covers the historical and social contextualization of the theme, the rigorous formulation of the research problem, the support of consolidated theoretical foundations, and critical considerations regarding contemporary pedagogical practice. The findings indicate that technological integration demands a profound reconfiguration of formative practices, requiring the overcoming of merely instrumental or superficial approaches to digital resources. It is concluded that the effectiveness and success of this incorporation intrinsically depend on consistent continuing education policies, structural investments aimed at the adequate infrastructure of school units, and a continuous resignification of the curriculum, in order to foster highly significant learning, critical thinking, and student protagonism throughout Brazilian basic education.