O processo de produção das infâncias na era das mídias digitais: desafio à formação de professores
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Data
2021-07-26
Autores
Silva, Eliane de Oliveira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho propôs-se a analisar os conceitos de infância historicamente construídos, relacionando-os às diferentes infâncias no contexto brasileiro, considerando os diversos fatores que influenciaram a institucionalização e a reinstitucionalização da infância, as ideias e representações sociais sobre as crianças e, em especial, os fatores econômicos, sociais e políticos. Refletiu, também, sobre suas representações manifestas e retratadas em mídias voltadas à infância: suas linguagens, os conteúdos veiculados, as finalidades e os interesses econômicos que disputam a inserção das crianças no mundo das mídias e das tecnologias. O valor econômico da infância não deve se sobrepor aos valores necessários à construção social, calcada na equidade e na consideração das necessidades individuais e coletivas, da diversidade, da cultura e do conhecimento. Logo, a responsabilidade social dos educadores obriga-nos à avaliação crítica do contexto e das suas instituições, bem como das produções direcionadas ao público infantil, entendendo e defendendo uma produção midiática compromissada com a formação cidadã e com a possibilidade do acesso, a partir da ampliação dos conteúdos educativos que lhes permitam pleno desenvolvimento emocional, cognitivo e social. Por essa razão, foram realizadas algumas ponderações acerca dos cursos de formação de educadores para a infância. Nesse estudo, foram realizadas revisão da literatura e pesquisa documental, a fim de elucidar as relações entre infância, sociedade, educação e mídia através da análise e avaliação dos conteúdos disponibilizados aos professores em formação sobre a História da Infância, com destaque à infância brasileira. A pesquisa concluiu que, no Brasil, as diferentes infâncias ainda são invisíveis por grande parte da sociedade e que, em geral, a escola também não foi capaz de compreendê-las além de uma visão simplista e uniforme, desconsiderando suas diversificadas faces e a riqueza de sua heterogeneidade e, então, propôs uma sequência didática, tendo como objetivos promover uma reflexão sobre as diferentes infâncias existentes no Brasil, além de apresentar, aos futuros educadores, um histórico sobre a construção desses múltiplos conceitos em nosso país.
The present research proposed to analyze the concepts of childhood historically constructed by relating them to different childhoods in the Brazilian context, considering the various factors that influenced the institutionalization and reinstitutionalization of childhood, social ideas and representations about children, especially economic, social and political factors. It also reflected on his manifest representations and portrayed in childhood media: their languages, the contents conveyed, the purposes and economic interests that dispute the insertion of children in the world of media and new technologies. The economic value of childhood must not override the values necessary for social construction based on equity and considering individual and collective needs, diversity, culture and knowledge. Therefore, the social responsibility of educators obliges them to critically evaluate the context and its institutions, as well as the productions aimed at children, understanding and defending a media production committed to citizen education and the possibility of access, from the expansion of educational content that allows them full emotional, cognitive and social development. For this reason, some considerations were made about the training courses for early childhood educators. In this study, a literature review and documentary research were carried out in order to elucidate the relationships between childhood, society, education and the media through the analysis and evaluation of the contents made available to teachers in formation on the History of Childhood, with emphasis on Brazilian childhood. The research concluded that in Brazil the different childhoods are still invisible by a large part of society and that in general the school was not able to understand them either in addition to a simplistic and uniform vision, disregarding its diversified faces and the richness of its heterogeneity and then proposed a didactic sequence with the objectives to promote a reflection on the different childhoods existing in Brazil in addition to presenting future educators with a history of building these multiple concepts in our country.
The present research proposed to analyze the concepts of childhood historically constructed by relating them to different childhoods in the Brazilian context, considering the various factors that influenced the institutionalization and reinstitutionalization of childhood, social ideas and representations about children, especially economic, social and political factors. It also reflected on his manifest representations and portrayed in childhood media: their languages, the contents conveyed, the purposes and economic interests that dispute the insertion of children in the world of media and new technologies. The economic value of childhood must not override the values necessary for social construction based on equity and considering individual and collective needs, diversity, culture and knowledge. Therefore, the social responsibility of educators obliges them to critically evaluate the context and its institutions, as well as the productions aimed at children, understanding and defending a media production committed to citizen education and the possibility of access, from the expansion of educational content that allows them full emotional, cognitive and social development. For this reason, some considerations were made about the training courses for early childhood educators. In this study, a literature review and documentary research were carried out in order to elucidate the relationships between childhood, society, education and the media through the analysis and evaluation of the contents made available to teachers in formation on the History of Childhood, with emphasis on Brazilian childhood. The research concluded that in Brazil the different childhoods are still invisible by a large part of society and that in general the school was not able to understand them either in addition to a simplistic and uniform vision, disregarding its diversified faces and the richness of its heterogeneity and then proposed a didactic sequence with the objectives to promote a reflection on the different childhoods existing in Brazil in addition to presenting future educators with a history of building these multiple concepts in our country.
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Palavras-chave
Educação, Infância, Mídias, Sociedade, Education, Childhood, Media, Society