FROM THE BLACKBOARD TO THE TABLET: THE REINVENTION OF THE CURRICULUM IN THE 21ST CENTURY

Abstract

The study addressed the relationship between curriculum, active methodologies, and digital technologies in the context of contemporary education. It sought to answer how active methodologies and the use of digital technologies contributed to the reinvention of the school curriculum, considering the sociocultural and technological transformations of the 21st century. The main objective was to analyze how these pedagogical practices enabled the construction of more meaningful, collaborative, and autonomous learning. The research was conducted through a bibliographic approach based on the analysis of theoretical and scientific works related to the topic. The development discussed curriculum transformations, the role of active methodologies in technological mediation, and the importance of teacher training for effective integration. The final considerations indicated that the articulation between curriculum, methodology, and technology redefined the educational process, making it more dynamic and participatory. It was concluded that technological mediation favored student protagonism and expanded learning possibilities, highlighting the need for further studies to deepen the understanding of its application in various educational contexts.