EDUCATING IN THE DIGITAL AGE: CURRICULUM, METHODOLOGIES, AND TECHNOLOGIES IN A TRANSFORMING DIALOGUE

Abstract

Amidst the expansion of the information society, schools have been called upon to rethink their practices, methods, and social function. Forming critical, creative, and autonomous individuals requires that the educational process keep pace with the changes permeating the digital world. The curriculum, as an expression of educational intentions, needs to engage with new ways of learning and teaching. This article analyzed the integration between curriculum, teaching methodologies, and digital technologies in the contemporary educational context. It sought to understand how these three elements can be articulated to promote more meaningful, critical, and humanizing learning. In a globalized and digital society, education needs to transcend traditional models and incorporate innovative pedagogical practices that awaken student protagonism and reflection on the ethical use of technologies. Bibliographic research and a qualitative approach were used, based on authors such as Libâneo (2013), Moran (2018), Kenski (2012), Freire (1996), Valente (2019), and the Brazilian National Common Curriculum Base (BNCC) (Brazil, 2017). The research results indicated that the 21st-century school must integrate curriculum, methodologies, and technology in a reflective and critical way, aiming at the holistic development of the individual and the construction of a transformative and contextualized education. The curriculum should be understood as a living and dynamic project, articulated with the students' experiences and the challenges of a digital society.