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The challenges to plan and develop pedagogical practices involving digital written culture in childhood education

2019Book part Open access
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dc.contributor.authorAraújo, Mônica Daisy Vieira
dc.contributor.authorFrade, Isabel Cristina Alves Da Silva
dc.contributor.authorGlória, Julianna Silva
dc.date.accessioned2020-05-19T08:24:52Z
dc.date.available2020-05-19T08:24:52Z
dc.date.issued2019
dc.description.abstractNowadays 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationAraújo, 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.021pt_PT
dc.identifier.doihttps://doi.org/10.34629/ipl.eselx.cap.livros.021pt_PT
dc.identifier.isbn978-989-8912-09-1
dc.identifier.urihttp://hdl.handle.net/10400.21/11662
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherCIED - Centro Interdisciplinar de Estudos Educacionaispt_PT
dc.relation.publisherversionhttps://www.eselx.ipl.pt/sites/default/files/media/2019/e-bookrbfinal2_1.pdfpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectDigital written culturept_PT
dc.subjectChildhood educationpt_PT
dc.subjectTeacher trainingpt_PT
dc.titleThe challenges to plan and develop pedagogical practices involving digital written culture in childhood educationpt_PT
dc.typebook part
dspace.entity.typePublication
oaire.citation.conferencePlaceLisboapt_PT
oaire.citation.endPage149pt_PT
oaire.citation.startPage134pt_PT
oaire.citation.titleCrianças, famílias e tecnologias. Que desafios? Que caminhos?pt_PT
person.familyNameFRADE
person.givenNameIsabel Cristina Alves da Silva
person.identifier.orcid0000-0003-0805-7581
rcaap.rightsopenAccesspt_PT
rcaap.typebookPartpt_PT
relation.isAuthorOfPublication31e2b81b-e6db-4342-bad8-c9ae83f2a751
relation.isAuthorOfPublication.latestForDiscovery31e2b81b-e6db-4342-bad8-c9ae83f2a751

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