Tecnologia na primeira infância: Constituição de uma nova inter-relação. Sequências didáticas-pedagógicas para uso de tecnologias

Abstract

Technology constitutes itself in the present and the future. Education as a system of representation and reproduction of society must provide access to the various forms of dissemination of technologies, starting with early childhood education, allowing for a redefinition of its modes of use, taking into account a childhood that emerges in the midst of a so-called society. digital. Given this new paradigm, the presence of technology in the school environment is able to reconfigure the teaching-learning process, enabling new ways of learning, developing skills and competences. Since the incorporation of technology in teaching practices, for the most part, is still not satisfactory, it is necessary to create and create methods or technical efficiency, such as the execution of a didactic-pedagogical sequence for the use of technology. This educational procedure can provide the overcoming of difficulties, approach and use of technologies. As a technical procedure, a bibliographic review research was carried out, with an exploratory nature, in order to gather information on the topic of the work, organizing and systematizing them. Books, scientific articles, laws, guiding documents and theses were used. Reading, notes and records were also present in the construction of the work. Throughout the studies, it was possible to establish relationships between technology, childhood, teachers, education, public policies and methodologies. As the final product of this course conclusion work, didactic-pedagogical sequences for the use of technologies in Early Childhood Education were selected. It is expected that the same, can be applied in the future in the series of the first stage of Public Education of two institutions or validated by specialists. The use of technology in education promotes quality in teaching and learning. As an adaptation and insertion of technology into pedagogical practices is necessary, the application of a pedagogical sequence guarantees their effectiveness and appropriation in a critical, planned and intentional manner.