Utilização das TIC’s na educação infantil: contribuições e desafios para o planejamento das práticas de ensino

Abstract

his study aims to identify the different ways that Information and Communication Technologies (ICTs) can be used in Early Childhood Education, with students between 3 and 5 years of age, providing, through teaching practices, the formation of critical and concerned citizens. The field research had a qualitative focus and an exploratory approach, seeking to familiarize the subject with the interviewees, making it explicit for the construction of hypotheses. This study started with bibliographic surveys and the main theoretical references used for data collection were Kenski (2012), Almeida; Prado (1999), Moran (2009), Freire (1987 and 2006). Afterwards, a questionnaire with dissertation and multiple-choice questions was prepared to answer the following question: amid the exposure of children to new technologies, how to direct teaching practices that seek to form critical and concerned citizens? The questionnaire was aimed at twenty teachers from a municipal education system in the State of São Paulo, and fifteen answered the interview. The objective was to verify the perspectives of these professionals regarding the inclusion of technology in their pedagogical practices, as well as to encourage reflection on the influence of technological resources in the school environment and in the students’ learning process. This research revealed how much the inclusion of ICTs, since Early Childhood Education, favors the teaching-learning process at better qualitative levels for the formation of autonomous and critical individuals.