Cultura Digital e a Ressignificação do Ensinar e do Aprender no Ensino Médio

Abstract

This article presents a didactic sequence focused on the development of Digital Culture, carried out in the 1st year of high school in a town of Rio Grande do Sul. The goal is to reflect on the practice developed and signal strategies that can contribute to the reframing of pedagogical practices in order to implement what guides the National Common Curricular of High School. It is a qualitative investigation, with a descriptive nature and characterized as an experience report. From the analysis and data interpretation, anchored in hermeneutic perspective, it was possible to understand the importance of: (a) build teaching and learning processes focused on the development of skills and abilities inherent to Digital Culture; (b) interweaving school practices with the students' social experiences; (c) weave meaningful learning experiences to boost students' protagonism. The reflection on the reported experience allows us to perceive that contextualized pedagogical practices and active methodologies contribute to the development of student's autonomy and protagonism. 

keywords: Pedagogical Practices; Digital Technologies; Common National Curriculum Base; Student Protagonism.