In order to ensure the teaching and learning process of written and spoken language, the state government of Sao Paulo established as official curriculum Programs Reading and Writing (2007) and the EMAI (2012). Already in the public schools of Bauru SP from 2013, it took action the Common Curriculum, aimed at curricular unification. The curriculum has a wide range of definitions and deserves more attention from teachers, to be suitable to the uses of the technologies, which are increasingly present in the context in which we live. This study aimed to analyze the relationship between the curriculum of some state and municipal schools of Bauru in regard to its relationship with the use of technology in the early years of elementary school, opposing the proposed curriculum and teaching practice. Thus we ask if there is a joint in public schools every day, in relation to technology, given the existing curricula. To answer this and other questions, we conducted an empirical research, qualitative basis, which used as data collection instrument literature review, documentary, interview and questionnaire with nine teachers from public schools in the city of Bauru. We found that there is curricular flexibility to the joint of the technologies usage. There are also several challenges and possibilities related to public policies and training of teachers to deal with the demands of the digital age.
Os Objetos Digitais de Aprendizagem (ODA) estão disponíveis em repositórios e são utilizados pelos professores nas aulas de matemática dos anos iniciais do Ensino Fundamental (ALEXANDRE, 2015). Todavia não havia um instrumento avaliativo para a avaliação sistemática dos ODA, por isso após a elaboração de um instrumento avaliativo, as questões que realizamos são: o que pensam os professores e futuros professores sobre o instrumento? Facilita a seleção dos ODA? Oferece uma orientação em relação ao potencial que o ODA possui e o que pode ser ampliado conforme a utilização? Neste viés, o objetivo deste estudo consiste em testar a usabilidade do instrumento avaliativo de ODA e promover reflexões mediante as perspectivas dos participantes. Realizamos a testagem de usabilidade de um instrumento por meio de três oficinas de formação inicial e continuada que contou com 44 participantes. Os resultados apontam a importância do instrumento para conhecimento da qualidade do ODA em seus aspectos pedagógicos; a necessidade de parcerias para o aprimoramento da acessibilidade do instrumento aos professores de diferentes realidades; a ampliação da temática nas formações iniciais e continuadas e reflexões indispensáveis para o contexto atual.
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