WEB CURRICULUM – THE INTEGRATION OF ICT IN EDUCATION Maria Paulina de Assis Pontifícia Universidade Católica de São Paulo – PUC-SP, São Paulo, Brasil London Knowledge Lab – Institute of Education, University of London, London, UK massis@ioe.ac.uk Maria Elizabeth B. de Almeida Pontifícia Universidade Católica de São Paulo – PUC-SP, São Paulo, Brasil bethalmeida@pucsp.br Renata Aquino Ribeiro Pontifícia Universidade Católica de São Paulo – PUC-SP, São Paulo, Brasil aquinoribeiro@uol.com.br Monica Mandaji Pontifícia Universidade Católica de São Paulo – PUC-SP, São Paulo, Brasil mmandaji@yahoo.com ABSTRACT This study is concerned with analysing the pedagogical theories and practices on the basis of which Information and Communication Technologies (ICT) are employed, together with the influence they have had in changing the syllabus with regard to the subject-areas included in the Post-Graduate Programme in Education and Curriculum in Brazil. The examination of the curriculum sets out with the aim of defining a conception of emancipatory education and exploring how this can be incorporated in a wider context of public educational policies. It also seeks to show how the planning and structuring of the I Web Curriculum Seminar took place – an event that occurred in Brazil in 2008 and is unique of its kind (it is expected to be repeated in 2010). The main concerns of this study are the concept of the Web Curriculum, the importance of scientific research as underlined by the seminar and the prospects for future activities. Integrating the technologies in education and the curriculum is an issue that poses a challenge both to the researchers and the practice of teachers. KEYWORDS Curriculum; Information and Communication Technologies (ICT); Web Curriculum Please cite as: ASSIS, M. P., M. E. B. Almeida, et al. (2010). Web Curriculum - The integration of ICT in education. e- Society 2010, IADIS Press, Porto, Portugal. 1. INTRODUCTION Discussions about educational policies and pedagogical concepts tend to stress the importance of the term “curriculum” in education. Investigations of this concept have shown that it has multiple meanings and it is impossible to ignore the changes that technological progress has brought about in education and which has greatly affected the recent evolution of the curriculum with the aid of ICT. On the basis of research by well- known specialists of curricular studies, we seek to determine the nature of the concepts and the effect they