Cultura digital na educação infantil: a relação de crianças, famílias e seus professores com os recursos de tecnologias digitais

• Autor(a) principal: Alves, Fabíula da Silva
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: https://tede.unioeste.br/handle/tede/6908
• topic: Formação de professores; Educação infantil; Cultura digital; Crianças; Docência; Teacher training; Early childhood education; Digital culture; Children; Teaching; Formación de profesores; Educación infantil; Cultura digital; Niños; Enseñanza; CIÊNCIAS HUMANAS:EDUCAÇÃO

This master's thesis is linked to the Postgraduate Program in Education at the State University of Western Paraná (UNIOESTE), Francisco Beltrão - Paraná Campus (PPGEFB), research line Culture, Educational Processes and Teacher Training, and to the research group Education, Children and Childhood (GPECI). Due to constant technological advances, children are having access to digital technology resources at an increasingly early age, significantly influencing their cognitive, affective, psychomotor, and language development, as well as their social relationships and behavior. This research discusses aspects related to children's, school, family, and digital cultures in contemporary times, with a focus on the teaching and learning process of children aged 0 to 5, with an emphasis on the pandemic period due to covid-19. The general objective was to analyze the relationship between children, their families’ teachers, and digital technology resources in the context of Municipal Early Childhood Education Centers (CMEIs) in the municipality of Marmeleiro, Paraná, Brazil. The research question was: What are the impacts of digital culture on the relationships between children, families, and teachers? This quantitative, qualitative, and exploratory research was based on the following instruments for generating data: 1) a theoretical and bibliographical survey; 2) questionnaires, via Google Forms, answered by the early childhood education teachers of the CMEIs in the municipal network of Marmeleiro, by the families of the Regina Verônica Muller Municipal Early Childhood Education Center; and 3) an intervention with a class of kindergarten IV, with children aged 4 to 5. With this research, it was possible to see the growing expansion and significant influence of digital cultures in children's daily lives, in the family and school context, boosted by the covid-19 pandemic. In everyday family life, there has been a noticeable impact on the search for new strategies and playful activities with technological resources and entertainment to mediate knowledge in pedagogical practice. However, there are still countless difficulties thatpermeate teachers' daily lives: a lack of available resources, guidance, and training to help them in their pedagogical practice, so digital technology resources are more present as adjuncts, as support in pedagogical practice, and still little as content.