EDUCATIONAL PLANNING AND TECHNOLOGICAL INNOVATION

Abstract

This study addressed the relationship between curricula, methodologies and technologies within the context of pedagogical planning and contemporary didactic organization. It was based on the understanding that social and technological transformations have required new ways of organizing the educational process, demanding more dynamic and innovative pedagogical practices. In this context, the research problem was defined as follows: how can pedagogical planning articulated with innovative methodologies and educational technologies contribute to contemporary didactic organization in the school context? Therefore, the general objective was to analyze the relationship between curriculum, pedagogical methodologies and educational technologies in the context of pedagogical planning, seeking to understand how this articulation can contribute to the construction of innovative educational practices. To achieve this objective, a bibliographic research methodology was adopted, based on the analysis of academic productions related to the theme, especially studies discussing active methodologies, educational technologies, student protagonism and contemporary pedagogical strategies. In the development section, aspects related to contemporary didactic organization were discussed, emphasizing the importance of pedagogical planning, the use of active methodologies, the integration of digital technologies and the promotion of student protagonism in the educational process. The final considerations indicated that the articulation between curriculum, methodologies and technologies contributes to the construction of more participatory and interactive pedagogical practices aligned with current educational demands.