Práticas de letramento digital na educação infantil: contribuições para o processo de aprendizagem das crianças de zero a cinco anos
Resumo
Digital literacy permeates children's lives since their early years. In view of this, it can be said
that digital literacy must be considered in the educational scope since Early Childhood
Education, since, in contemporary society, information becomes even more available and
imposes more and more challenges to educational processes, being necessary to develop in
children a critical, meaningful, reflective, and ethical attitude towards digital technologies. The
objective of this Undergraduate Final Paper consists of analyzing the practices of digital literacy
in the context of Early Childhood Education, found in theses and dissertations, in order to
understand how these practices contribute to the teaching and learning process of children from
zero to five years old. The main specific objectives are to examine if the practices of digital
literacy are present in the scope of Brazilian Early Childhood Education institutions and to
elucidate the possible paths to insert the practices of digital literacy in this context. Fundamental
authors for the understanding of topics covered in this work were used in order to compose its
theoretical foundation, such as Arce (2013a; 2013b), Belloni (2009), Carvalho (2005), Fontana
& Cruz (1997), Frade (2017), Kenski (2012), Monteiro (2010), Soares (2004a; 2004b),
Stemmer (1998; 2013), and Varotto (2013). Furthermore, the analysis of Brazilian legislation
aimed at Early Childhood Education was essential to support the research. The research
methodology is of a qualitative nature, from which a bibliographic review of academic
productions was carried out, comprising the period from 2010 to 2020, on the Brazilian Digital
Library of Theses and Dissertations (Biblioteca Digital Brasileira de Teses e Dissertações -
BDTD), aiming to select the theses and dissertations that are most related to the theme of this
work, that is, digital literacy in Early Childhood Education. The analysis of the selected studies
shows that few teachers use digital technologies in their pedagogical practice in the context of
Early Childhood Education. In contrast, children are surrounded by these resources, which
modify children's cultures. Therefore, it is noteworthy that the use of digital technologies in this
context can provide learning that is considered more pleasurable, interesting, and ludic, which
contributes to children development, favoring their autonomy and knowledge building. From
this, the continuing teacher education emerges as a need for digital technologies to be inserted
in an innovative and articulated way in this environment.
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