Sala de aula invertida e divertida: tecnologias digitais na formação continuada de professores da educação infantil

Abstract

Regardless of the advances in society and the wealth historically built by humanity, the work of humanization is endless and restarts with every birth. In this context, reading is a cultural heritage that must be shared from generation to generation. To meet this cultural need from an early age, the use of digital technologies and teacher training are of great importance. Thus, the research problem is formulated: How can a course of continued education for teachers, supported by digital technologies and a proposal of inverted classroom, contribute to the pleasure on reading in preschool students in their Early Childhood Education? This investigation presents the development of a continued education course with the application of an educational product and the analysis of this educational process to enhance teaching towards children's literacy challenges. The main objective was to evaluate the development of teachers training process, from the application of a didactic sequence, aiming to improve the teaching towards children's literacy challenges. Therefore, a qualitative research was conducted, with a focus on bibliographic studies of authors such as Lev Semenovich Vigotski, Rildo Cosson, Nelly Novaes Coelho, and an intervention involving 19 participants, whose data were analyzed through qualitative-quantitative analysis of episodes and discursive textual analysis. The results and final considerations indicates that the course contributed to teachers' and reader-students on their training. Encouraging the use of digital technologies as a didactic resource, and raising awareness to the importance of continued education to meet these demands for more public policies in favor of a teacher-reader.