As versões da base nacional comum curricular (BNCC) e o papel das tecnologias digitais: Conhecimento da técnica versus compreensão dos sentidos

In the context of the information age and digital technologies, in which they act as mediators between research, studies, socialisation, leisure, consumption, among many other daily activities, it is necessary to discuss the challenges posed to education. Considering the current debates about curriculum issues, in particular, the implementation of the National Curricular Common Base (BNCC) in Brazil, this article seeks to analyse how digital technologies are inserted in these curricular proposals and in what way the role of technology seems to be interpreted. To perform this analysis, we present a comparison between the second and third versions of the BNCC document, the second version being released after public consultation and the third, the final version established by the government, having as theoretical and methodological inspiration the Critical Discourse Analysis (FAIRCLOUGH, 1989, 1995, 2008). We conclude that, although there are elements which point out to a concern with the incorporation of the digital technologies in the pedagogical practices, there is still a favouring of the tooling vision of these elements, to the detriment of the understanding of their status as a sociocultural artefact.