Aproximação das famílias na escola de Ed.Infantil: as contribuições das TDIC

• Autor(a) principal: Teixeira, Carla Brenes
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/23622
• topic: Educação de crianças - Participação dos pais; Tecnologia educacional; Educação infantil; Early childhood education - Parent participation; Educational technology; Child education; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This research is part of the line of research New Technologies in Education of the Graduate Program in Education: Curriculum of the Pontifical Catholic University of São Paulo (PUC SP) and aims to analyze the contributions of TDIC to bring families of Early Childhood Education closer to school, through pedagogical practices and project development with the use of technological tools, in the period from 2017 to 2019. This research has a qualitative approach, as it seeks to identify the elements present in the school routine of students and families of the Project Social School of the Community Project didactic developed in the period from 2017 to 2020. From the records of the didactic projects developed, the researcher, in the search to know / interpret / understand a specific social reality, paying attention to the way in which the interrelations between the subjects that compose her influence in its constitution and organization, through a narrative investigation, based on its experiences, bring elements of analysis that can contribute to the approximation of families in Early Childhood Education. The theoretical foundation on which the research is based focuses on Freire, Rojo, Moran, Buckingham, Soares, Moura, among others with the purpose of describing the elements that contributed to the approximation of families to school life. This research allowed a moment of reflection for the densification of the activities of integration of the families in the school, far beyond the participation of the families in events of presentation of works, meetings or school parties, the involvement of the families with the activities of the students reported in this document transcended unidirectional communication and opened spaces for dialogue and integration of these activities into the curriculum. It is concluded that, digital literacy and school literacy that was carried out throughout the participation of families in student activities, communications and interactions through DICT contributed to the approximation and integration of families and more, with engagement students and their families at school. Thus, digital literacy is completed with school literacy, without which the family does not see ways to understand and participate more actively in school activities. Therefore, projects involving literacies are important for creating paths for families to enter school