Concepções docentes da relação entre tecnologias e aprendizagem no ensino fundamental

Abstract

This research aims to understand the conceptions of education professionals regarding the influences of access to technologies on the learning of children in the first year of Elementary School. Based on the theoretical perspective of CulturalHistorical Psychology, the following objectives were established: to identify the concepts of technologies and learning within a historical and cultural framework, and to present the conceptions and pedagogical practices evidenced by education professionals concerning the influence of technologies on teaching and learning processes, relating this analysis to the field of Psychology.A qualitative approach was adopted as the methodological framework, as it enables a constructive-interpretative understanding of the phenomena studied, according to González Rey (2010). To this end, nine semi-structured interviews were conducted with education professionals working with first-year Elementary School classes in a public municipal school located in the Metropolitan Region of Curitiba, between June and November 2025. Through the data collected, the professionals expressed their conceptions about education, technologies, teaching, and learning, as well as presented examples of pedagogical practices that emphasize the implementation of technologies in the teaching process. The theoretical framework guiding the investigation and data analysis is CulturalHistorical Psychology, which, as a critical perspective, allows for a deeper understanding of the social, historical, and political conditions of the object of study, establishing a connection with the Science, Technology and Society (STS) field. Data analysis revealed the existence of a shared conception among education professionals regarding access to technologies and its relationship with learning, indicating that they understand such access as influencing aspects of teaching and learning processes. They also expressed concern about the use of technological tools without family guidance and supervision. They pointed out that the school, as an institution that holds knowledge, has the role of providing such guidance to students and their families. At the same time, participants highlighted significant challenges for the implementation of technologies in the educational context, especially in the literacy process of first-year Elementary School students. Among the main obstacles identified are insufficient professional training, inadequate school infrastructure, and a lack of technological resources suitable for pedagogical practices. Given this scenario, the results point to the need to expand discussions on technologies and their implications for the learning process, in order to enable these reflections and practices to be effectively incorporated into the school context.