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This article aims to investigate the forms of pedagogical appropriation of MUV 3D laptops available in the public schools of Santa Catarina from PROUCA Program, since research conducted mainly in the last 10 years (VALENTE, 2003, 2008; ALMEIDA, 2004; FAGUNDES, 2005; SANCHO and HERNANDEZ, 2006; GVIRTZ and LARRONDO, 2007), indicate that there is a lack of guidance on how to use the equipment. The problematic of this paper focuses on the discussion and understanding on how these technological artifacts can be applied to the schools by means of the use of 3D Virtual Worlds - 3D MUV - as digital platforms and how they impact the daily school and the curricular frameworks. Partial results of an ongoing research between the years 2011-2013, entitled "Are Lessons Interconnected? Curricular change and collaborative learning between schools of IICA project in Santa Catarina.

Pedagogical Innovation versus Technological Innovation: Curricular Tensions