Tecnologias na educação infantil: a contribuição das tecnologias da informação e comunicação como recurso pedagógico na difusão e preservação da cultura popular brasileira

Abstract

In modernity, communication and information technologies (ICTs) are present in the daily life of educational institutions, in the lives of students and teachers, reaching the point of becoming recurrent pedagogical resources for new educational proposals. ICTs gain their space insofar as they present themselves as possibilities of interactivity, attract attention to content, promote motivation in the teaching-learning process, and help in expanding the cultural repertoires of their learners. The misuse of these technologies within schools end up devaluing and discharacterizing certain "contents" as Brazilian popular culture, for example, since much of this technology is foreign and emerged in a different context of this country. Faced with this reality, it is necessary for teachers to be able to work with ICTs from Early Childhood Education, promoting intentional proposals that lead students to learn the knowledge historically produced by humanity. To reflect on these and other questions, this study aims to investigate whether ICTs can be used as pedagogical resources in Early Childhood Education to expand, disseminate and preserve the contact of children with Brazilian popular culture; and how this can be done. The chosen approaches are based on the following authors: FREIRE (2006, 2013), SANTAELLA (2003) and WOLTON (2012).