Tecnologias digitais na educação da infância: um olhar sobre as perspectivas das crianças e das professoras

Abstract

In contemporary society, childhood is deeply intertwined with digital culture, in which digital technologies are understood as cultural dimensions rather than merely as tools. However, children’s voices remain only marginally considered in educational processes mediated by such technologies. This dissertation adopts intervention research as its methodological model and investigates the processes through which digital technologies are used and appropriated in childhood within teaching and learning contexts at Escola Municipal Madre Boaventura, part of the Municipal Public School System of Francisco Beltrão - Paraná. The study also considers and presents the perspectives of the 5th grade “B” class students and the teachers of the institution, all of whom were women. The research is grounded in the conception of childhood as a socially, historically, and culturally constructed category. Throughout the investigative process established in the field, the investigation mobilizes cartography as a methodological strategy, combined with documentary analysis, participant observation, conversations with children, an interview with a teacher, the implementation of teacher training, and pedagogical interventions mediated by digital technologies. The results indicate that children attribute meanings to digital technologies that are marked by curiosity, playfulness, a desire for participation, and the perception that learning can also occur through these technologies. The analyses are organized around the categories of appropriations, meanings, challenges, and potentialities, revealing digital technologies not only as spaces of belonging and promise, but also of inequality. The teachers involved, in turn, recognize the pedagogical potential of digital technologies and the importance of continuing education, and point out structural gaps, a lack of technical-pedagogical support, and difficulties in articulating the Brazilian National Common Curricular Base, the curriculum, culture, and digital literacy. From this perspective, the reflections of the researcher, who is also engaged in municipal educational management, reinforce that integrating digital technologies into children’s education requires a more sensitive approach to public policies, curricular reorganization (Digital Education and Computing: Robotics), contextualized teacher professional development, and the effective inclusion of children’s voices in educational processes.