Práticas de letramento digital na educação infantil: contribuições para o processo de aprendizagem das crianças de zero a cinco anos

Abstract

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.