O uso dos vídeos como ferramenta pedagógica: trabalho com o campo de experiência “o eu, o outro e o nós” com crianças na pré-escola

Abstract

Digital media is present in all areas of society, profoundly transforming local cultures and, especially, the world of children, who also have access to these technologies: watching TV, accessing the internet and social networks, among others. In view of this, this study aimed to analyze the use of videos hosted on YouTube as a pedagogical tool, for working with the Field of Experience “The self, the other and the we”, defined by BNCC, with pre-school children of Early Childhood Education. The analyzed data refer to the intervention project carried out during the stage in Early Childhood Education in which the children's experiences in the activities were analyzed, including the use of a video that addressed issues of relationships and how to live with differences. The theoretical framework dialogues with authors who discuss various topics, such as the use of media in early childhood education, Momo (2007) and Souza (2015); continuing education for teachers, LIMA (2013) and Saviani (2009); the relationship between media and childhood, Andrade (2010); the concepts of child and childhood, Jácome (2018) and Maia (2012); and the official documents that regulate Early Childhood Education: BNCC (2017), DCNEI (2010), ECA (2014), LDB (1996). As a methodology, the intervention project applied during a Supervised Internship in Early Childhood Education was analyzed in a Pre-school class, in which activities and presentation of a YouTube video were carried out in a Child Education Reference Center (CREI), in João Pessoa. The results of the research reveal the importance of using video in the teaching practices of early childhood education, in order to contribute to the integral development of the child. They also demonstrate the importance of investing in continuing education for professionals in the field and providing equipment and spaces suitable for the use of these digital technologies.