Technologies applied to the curriculum for the recomposition of learning in the post-pandemic period

Abstract

In light of the need for curricular adaptations as a strategy to mitigate the impacts caused by the COVID-19 pandemic, this theoretical study aimed to investigate how digital technologies, when applied to the educational curriculum, can contribute to the reconstitution of learning in the post-pandemic period. To support the theories explored in this article, a Systematic Literature Review (SLR) was chosen, using the Google Scholar database as the main source of consultation. The reconstitution of learning is understood as a set of actions that involve prioritizing competencies and skills of the National Common Curricular Base in line with the new curricula that align with them. Technologies emerge as valuable tools for educators, facilitating the implementation of innovative teaching methodologies and corroborating with learning processes and the necessary curricular prioritization. The insertion of education technologies in teaching methodologies assists the learning process by promoting greater interactivity and involvement of students. In addition, it makes learning more dynamic, playful, meaningful, and enriching. Therefore, this study highlights the importance of integrating education technologies into the school curriculum and teaching methodologies, aiming not only to improve the quality of education but also to prepare students for a world increasingly immersed and interconnected in the digital realm.