Experiências tecnológicas digitais mediadoras na prática pedagógica docente na Educação Infantil

Abstract

In view of the contemporary scenario in education, driven by the consequent technological explosion, this study approaches the mediating digital technological experiences in the pedagogical practice of teachers in municipal public schools, which serve early childhood education, in pre-school classes, in the Metropolitan Region of the Southern Region of the Federal District (RMEDF), in the municipalities of Cidade Ocidental, Goiás, Novo Gama and Valparaíso de Goiás. The theme is justified due to the digital technological experiences mediated in the pedagogical practice of teachers present in classrooms in early childhood education. The problem that guided the study of this research involves the following question: "how do digital technological experiences occur mediated in the pedagogical practice of the teacher of pre-school classes of early childhood education in the municipalities of Goiás of the Metropolitan Region of the Southern Surroundings of the Federal District". The general objective is to analyze how mediating digital technological experiences occur in the pedagogical practice of the teacher of preschool classes in early childhood education in the municipalities of Goiás in the Metropolitan Region of the Southern Region of the Federal District. The specific objectives were outlined to: carry out a conceptual approach; elucidate the historical aspects; to survey the digital technological experiences mediated in the pedagogical practice of teachers; to discuss the digital technological experiences mediated in the pedagogical practice of teachers in education; analyze the use of digital technologies in early childhood education; As for the methodological procedures, it is characterized as an applied research, with a qualitative approach, being of explanatory-analytical, theoretical and empirical characteristics with field research. As an instrument of data collection, a semi-structured interview was conducted with n=69 teachers of municipal public schools of early childhood education, who attend pre-school classes (children of 5 years of age), located in the municipalities of Goiás in the Metropolitan Region of the Southern Region of the Federal District. The bibliographic discussion was based on authors such as: Libâneo (2017), Kenski (2007), Castells (2003), Morin (2005), Moran (2007), Lévy (2011), Tardif (2005), who deal with education, society and technology; documents from the Departments of Education of the municipalities of the Metropolitan Region of the Southern Surroundings of Brasília; the current Law No. 9,393 of Guidelines and Bases of Notional Education (2017); the National Common Curricular Base (2017). The results indicated that there is a need for continuing education in relation to digital technologies; and, that the use of digital mediating technologies in the pedagogical practice of teachers occurs discreetly, due to the lack of digital technological resources in school environments. However, despite having few resources and little knowledge, the participants showed a lot of interest in the theme, aiming at the full development of the child.