Currículo e hibridismo: narrativas da pandemia

• Autor(a) principal: Cannatá, Verônica Martins
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/36278
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Tecnologia educacional; Web currículo; Educação básica; TDIC; COVID-19; Educational technology; Web curriculum; Children education; TDIC; COVID-19

This qualitative research had the general objective of interpreting the phenomena of the pandemic, the curriculum, and hybridity through the experiences of teachers and students of basic education in a private school in the city of São Paulo. The research also contextualized digital culture in the pandemic period; related ubiquitous learning to active methodologies and class strategies; analyzed how hybridity was established in a private school; investigated, described, and interpreted the narratives and the experiences of the author, the teachers, and the students linked to the same institution, in the time frame from March 2020 to March 2022, a period considered by the author as one of resignification for being situated between the beginning of the pandemic and the first developments of the post-pandemic. The investigation used, as a methodological basis, the hermeneutic-phenomenological approach of Maximina Freire (2010; 2012; 2017; 2019) in association with the narrative research of Clandinin and Connelly (2011), also relying on the theoretical principles of the biographical approach of Delory-Momberger (2012) and Larrosa (1999; 2020). Having as a problem question “What is the essence of the pandemic, curriculum and hybridity phenomena from the experiences lived by teachers and students in the COVID-19 pandemic?”, the theoretical foundation is built from the concepts of curriculum and Technologies Digital Information and Communication (TDIC); digital culture and ubiquitous learning; active methodologies and class strategies; and hybridity, in particular its foundations and developments. The paper also investigates which curricular transformations stood out as result generators and which curriculum's intersection areas the technology impacted during the pandemic or could impact after its end. The results indicate that the curriculum was enhanced by TDIC during the pandemic with possibilities for developments beyond it. The work also confirms the importance of broader teacher training, that is, not restricted to technological instrumentalization, and presents a provisional proposal for conceptualizing hybridity in basic education. Finally, it also includes a definition of curriculum based on the author's investigation and a hermeneutic-phenomenological-narrative methodological junction