Tecnologias digitais nas concepções das professoras de educação infantil da EEBAS/UFPB

Abstract

Digital Technologies have been part of our lives and, mainly, of children who were born in digital culture. Therefore, this study wants to know what are the teaching concepts that circulate in the scope of Early Childhood Education about the use of digital technologies in the EBAAS School. To this end, the study aims to investigate the teaching concepts that circulate about the uses of digital technologies in Early Childhood Education at the School of Basic Education (EEBAS) of the Federal University of Paraíba (UFPB). Contextualize how Early Childhood Education takes place at the heart of Covid Pandemia 19 (CORONA VIRUS); understand if EEBAS school teachers report on the uses of Digital Technologies for the development of emancipatory teaching practices and discuss the uses of Digital Technologies for the development of emancipatory teaching practices. At first, a search was carried out on the Capes Journals portal, using the keywords of the research to check if there were publications on the theme on the Portal. A bibliographic research was also carried out, whose main authors are: Pierre Levy (1999), Paulo Freire (1995), Vania Moreira Kenski (2001), Ana Luísa Amorim (2015), Catarina Souza (2003) and the Brazilian Legislation dealing with child education. As for the procedures of this research, it is a case study. The research is exploratory, had a qualitative approach and its purpose is applied. The research environment was EEBAS-UFPB and the subjects were teachers of Early Childhood Education. In the teachers' conceptions, the use of Digital Technologies in Early Childhood Education contributes to the Teaching Process. Despite this, they do not use them often. Regarding the use of Digital Technologies for the development of emancipatory teaching practices, there is still no emancipatory education in this sense. The teachers did not take any training course for the use of Digital Technologies in Early Childhood Education and think that it is necessary for teachers to take a Digital Technologies course to work in Early Childhood Education. Faced with this pandemic, the importance of training in Digital Technologies in Early Childhood Education became more evident.