INTEGRATED CURRICULUM AND TECHNOLOGICAL RESOURCES

Abstract

This study addressed the relationship between curricula, methodologies, and technologies in the contemporary educational context, focusing on integrated curriculum and the use of technological resources in the teaching and learning process. The study was based on the understanding that social and technological transformations have required new ways of organizing curricula and pedagogical practices. In this context, the research sought to answer the following question: how can the integration of curriculum, active methodologies, and technological resources contribute to the construction of pedagogical practices based on digital interdisciplinarity? Therefore, the general objective was to analyze the relationship between integrated curriculum and technological resources in the educational context, highlighting the importance of digital interdisciplinarity for the development of innovative pedagogical practices. To achieve this objective, a bibliographic research methodology was adopted, based on the analysis of academic publications related to the topic. The development of the study discussed aspects related to curriculum integration, active learning methodologies, and the pedagogical use of digital technologies, considering the need to promote more participatory and contextualized educational practices. The findings indicated that the articulation between curriculum, methodologies, and technology contributes to the construction of more dynamic, collaborative, and interdisciplinary learning environments. In the final considerations, it was observed that digital interdisciplinarity represents a relevant perspective for integrating different areas of knowledge and promoting pedagogical practices aligned with the demands of contemporary society, while also highlighting the importance of pedagogical planning and teacher training for the effective use of technologies in education.