Narrativa transmídia e educação: uso das TIC e do lúdico como ferramentas para Educação Infantil
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Data
2020-08-03
Autores
Cunha, Arielly Kizzy
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Universidade Estadual Paulista (Unesp)
Resumo
Diante do cenário atual – caracterizado por mudanças globais –, a Educação não escapa da influência das tecnologias digitais. O trabalho aqui apresentado problematiza e propõe usos assertivos da Narrativa Transmídia e das Tecnologias de Informação e Comunicação para a Educação Infantil, já que é necessário assegurar a educação inclusiva e equitativa para promover oportunidades de aprendizagem ao longo da vida para todos; o que é expresso como fornecer Educação de qualidade, em um dos Objetivos de Desenvolvimento Sustentável (ODS) da Organização da Nações Unidas (ONU). A pesquisa utilizou os referenciais teóricos pertinentes ao tema; desenvolveu atividades de campo – através da observação de equipe de produção do conteúdo –; realizou entrevistas com especialistas; e analisou estudos de casos que utilizam Narrativas Transmídia para fomento de aprendizagens essenciais na Educação Infantil, tendo como referência a Matriz Educacional do Município de Bauru. A investigação de Narrativas Transmídia se baseou em produtos reconhecidos nacional e internacionalmente, os quais são amplamente consumidos por crianças. Desenvolveu-se durante o trabalho Protocolo “Aprendizagem Transmídia” para favorecer a análise de narrativas, de participatividade e de plataformas, protocolo este para uso de profissionais de audiovisual e criadores de conteúdo; para professores; pais, familiares ou responsáveis pela criança. Elaborou-se também um breve guia para pais e responsáveis, que tem como finalidade divulgar e estimular o uso de Narrativas Transmídia e de Tecnologias da Informação e Comunicação. Como conclusão afirma-se que Narrativas Transmídia e Tecnologias de Informação e Comunicação são ferramentas oportunas e potentes para o desenvolvimento de atividades educacionais na sociedade contemporânea.
In current scenario - characterized by global changes - Education does not escape the influence of digital technologies. The work problematizes and proposes assertive uses of Transmedia Narrative and Technologies of Information and Communication for Early Childhood Education, as it is necessary to ensure inclusive and equitable education to promote lifelong learning opportunities for all; what is expressed as providing quality education in one of the United Nations (UN) Sustainable Development Goals (SDGs). The research used theorical references about the theme; developed field activities - observing the content production team -; conducted interviews with experts; and analyzed cases studies that use Transmedia Narratives to promote essential learning in Early Childhood Education, having as reference the Educational Matrix of the Municipe of Bauru, São Paulo, Brazil. The investigation of Transmedia Narratives was based on nationally and internationally recognized products, which are widely consumed by children. During the work, a “Transmedia Learning” Protocol was developed to favor the analysis of narratives, participativeness and platforms, this protocol is intended to be used by audiovisual professionals and content creators; teachers; parents, family members or children tutors . A brief guide was also prepared for parents and guardians/tutors, aiming to disseminate and encourage the use of Transmedia Narratives and Technologies of Information and Communication. As a conclusion, it is stated that Transmedia Narratives and Technologies of Information and Communication are opportune and powerful tools for the development of educational activities in contemporary society
In current scenario - characterized by global changes - Education does not escape the influence of digital technologies. The work problematizes and proposes assertive uses of Transmedia Narrative and Technologies of Information and Communication for Early Childhood Education, as it is necessary to ensure inclusive and equitable education to promote lifelong learning opportunities for all; what is expressed as providing quality education in one of the United Nations (UN) Sustainable Development Goals (SDGs). The research used theorical references about the theme; developed field activities - observing the content production team -; conducted interviews with experts; and analyzed cases studies that use Transmedia Narratives to promote essential learning in Early Childhood Education, having as reference the Educational Matrix of the Municipe of Bauru, São Paulo, Brazil. The investigation of Transmedia Narratives was based on nationally and internationally recognized products, which are widely consumed by children. During the work, a “Transmedia Learning” Protocol was developed to favor the analysis of narratives, participativeness and platforms, this protocol is intended to be used by audiovisual professionals and content creators; teachers; parents, family members or children tutors . A brief guide was also prepared for parents and guardians/tutors, aiming to disseminate and encourage the use of Transmedia Narratives and Technologies of Information and Communication. As a conclusion, it is stated that Transmedia Narratives and Technologies of Information and Communication are opportune and powerful tools for the development of educational activities in contemporary society
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Palavras-chave
Narrativa Transmídia, Tecnologias de Informação e Comunicação, Educação Infantil, Ludicidade, Aprendizagem Transmídia, Transmedia narrative, Technologies of information and communication, Child education, Playfulness, Transmedia learning