| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 256.36 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Nowadays children are part of the digital culture (Cassany, 2002), using
its supports and involving themselves in different uses of digital written
culture (Chartier, 2011, 2016). Are teachers considering these uses in preschools?
How can we create teaching proposals that attend the learning
conditions of young children? How do children deal with the devices,
languages, and the particular uses of digital written culture? This text
aims to reflect on the processes to incorporate digital technologies in
the development of pedagogical activities of preschool teachers from
two public schools in Brazil. The data was collected during a research
done with four teachers of four to five-year-old children. The activities
proposed were developed through a collaboration of the researchers and
the teachers, considering their teaching demands and the children’s development.
The results show that the teachers started to notice the importance
of using digital technologies in the processes of appreciation
of written culture. On the other hand, children are stimulated to become
authors and to understand the digital support as one more instrument to
think and interact with society.
Descrição
Palavras-chave
Digital written culture Childhood education Teacher training
Contexto Educativo
Citação
Araújo, M. D. V., Frade, I. C.,Glória, J. S. (2019). The challenges to plan and develop pedagogical practices involving digital written culture in childhood education. In R. Brito & P. Dias (Coords.), Crianças, famílias e tecnologias. Que desafios? Que caminhos?. (pp. 134-149) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-09-1 DOI:https://doi.org/10.34629/ipl.eselx.cap.livros.021
Editora
CIED - Centro Interdisciplinar de Estudos Educacionais