A influência da tecnologia na infância: impactos sociais e afetivos

• Autor(a) principal: Ribeiro, Rafaela Da Silva
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/1957
• topic: Infância; Tecnologia; Relações Sociais; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

Nowadays it is notorious how much children are fascinated by computers, cell phones, tablets, video games, among other objects that occupy the time of their lives. When observing children in their daily lives, it is noticeable that they are increasingly presenting themselves as autonomous beings, developing and leaving aside their naivete. They are making new discoveries all the time and raising a different attitude towards adults, making it almost impossible for them not to be attracted to so many technological objects, which are full of new things every day. In the middle of the 21st century, it is common to discuss and collect data about the use of technological devices in childhood. Thus, the main objective of this research is to understand the social and affective impacts that the use of technology can bring to childhood. This is a bibliographic research, which analyzed issues involving the use of technology in childhood through a review of the literature on the subject. In addition to highlighting the positive and negative aspects of the use of these devices, we also sought to analyze the consequences of excessive use of these technologies, highlighting the role of parents in controlling the use of these objects by their children. It was possible to observe with the results of the research that the technologies influence the change in the conception of childhood, which went through a reconfiguration and resulted in changes in the games and in the use of spaces, configuring a new sense when playing. Part of this technological influence also generates another discussion, as it allows children and adults to have access to the same knowledge, which can represent both a risk and a contribution to child development, depending on the way in which they are used.