eLearning na educação infantil: caminhos possíveis em tempos de pandemia

• Ano de defesa: 2021
• Autor(a) principal: Calistrato, Ana Patrícia Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS
• Palavras-chave em Português: Educação infantil; Criança; eLearning; Tecnologias digitais
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/45659

This research arose from an experience, developed in the teaching practice in Child Education (Kindergarten), in a private school in the city of Natal, using eLearning as innovative strategy, for the continuity of the educational process in times of pandemic. Two issues substantiate the construction of this study: the first concerns the proper use of digital technologies in the teaching practice of early childhood education, since children are considered digital natives, so technologies are part of their daily lives. The second issue deals with restrictions on children's exposure to screens, according to the guidelines of the Brazilian Society of Pediatrics, defended by specialists in the field of Early Childhood Education. Given the emblematic situations, the following research problem: How to enable the use of eLearning in Early Childhood Education in times of pandemic, in order to collaborate with innovative pedagogical practices, having as axis interactions and games? Thus, the objective is to analyze the feasibility of eLearning in pedagogical practice of Early Childhood Education in times of pandemic, having as axis interactions and game. The investigation was carried out in a private school, in a class with children aged between 5 and 6 years. The theoretical framework is based, initially, on the studies of PAPERT (1994), VALENTE (2010), MOREIRA and SCHLEMMER(2020), SANTAELLA (2013), KISHIMOTO (2010) e KRAMER (2006) inspired by PIAGET and VYGOTSKI. The chosen methodology has nuances of na action research, inspired by the model of Thiollent (2002). To this end, were developed didactic sequences with eLearning and used as research instruments to empirical observation, semi-structured interviews and questionnaire, with the teacher, the parents and children in the class from the study. The experience lived in the research contributed to the teaching practice in early childhood education, specifically, with the use of technologies, in the context of the pandemic, in addition to providing greater motivation for children, since digital information and communication technologies are part of children's daily life . The difficulties faced with the pandemic were not obstacles to the children's participation, in the educational process, as an author and not just as a consumer of technology. In addition, we realized that it is possible to provide interactions and games through eLearning, as pointed out in the experienced practices with children in the age group evidenced in this research. Thus, the research brings as a contribution an interactive ebook with suggestions for didactic sequences with the use of TDIC for Kindergarten teachers.