نبذة مختصرة : 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. ; O presente artigo apresenta uma sequência didática focada no desenvolvimento da Cultura Digital, realizada na 1ª série do Ensino Médio de uma escola no interior do Rio Grande do Sul. Objetiva refletir sobre a prática desenvolvida e sinalizar estratégias que possam contribuir para a ressignificação das práticas pedagógicas visando efetivar o que orienta a Base Nacional Comum Curricular (2018). É uma investigação de natureza qualitativa, de cunho descritivo, caracterizada como relato de experiência. A partir da análise e da interpretação dos dados, ancorada na perspectiva hermenêutica, foi possível compreender a importância de: (a) construir processos de ensino e aprendizagem com foco no desenvolvimento de competências e habilidades inerentes à Cultura Digital; (b) entrelaçar as práticas escolares com as vivências sociais do estudante; (c) ...
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