A mediação com uso das tecnologias digitais: o planejamento conforme a Base Nacional Comum Curricular

Abstract

Much has been said as new education paradigms, which takes in consideration this new knowledge, communication and network information society. In this scenery, new challenges for teaching emerge, mainly with the emphasis on the development of the subjects’ skills, which is projected supported by the mediation work of the teacher, in a “new” school, where prioritize citizenship and socialization around the world of work. From this contextual perspective, this study starts from a qualitative research based on an exploratory research proposal that aims to analyze, from the situations of lesson planning, how the mediation work takes place between the teacher and the student’s learning, in a process of pedagogical practice that meets the legal requirements of the National Common Curricular Base (BNCC). Specifically, the work aimed to: a) Discuss the conceptions that involve lesson planning articulated with the insertion of Digital Technologies in Basic Education; b) Identify, from the lesson plans available on the internet, on the Teacher Portal and other research sources related to teaching, how the proposal for using digital technologies in the classroom occurs, according to the BNCC; c) Analyze how teachers can mediate between the teaching process and student learning based on a proposal based on the use of digital technologies as an instrument that favors integral development; d) Propose an appropriate planning model to BNCC proposals that value the use of digital technology. The exploratory research was made in 2020, based on the analysis of lesson plans, prepared by teachers and available on the internet. Four lesson plans were analyzed, from different areas of knowledge that focused on the use of digital technologies for the development of the teaching and learning process. The analysis accomplished allows contrasting: 1) The lack of better theoretical-methodological contributions for the preparation of the lesson plan according to the BNCC; 2) the lack of models and suggestions for teaching planning on the Teacher Portal, that contemplates the current legislation that is in full transition; 3) The problem of the recent implementation of the legislation, which reflects a low commitment to create spaces for debate in virtual communities and personal blogs about themes that reflect the advantages and disadvantages of using digital technologies according to the BNCC and the work of teacher mediation. With the new legal requirements, the teacher, as a mediator, began to rethink the form of organization of his work, which is a reason for analysis that needs an interpretation around its effectiveness.