Representações sociais de crianças de nove e dez anos sobre a utilização do smartphone no contexto da pandemia da covid-19
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Data
2022-03-04
Autores
Cunha Neto, Joaquim Ferreira da
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa, vinculada à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação da UNESP, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculdade de Ciências e Tecnologia, campus de Presidente Prudente - SP, assume por objeto de estudo o smartphone e suas representações sociais para as crianças de nove e dez anos do Ensino Fundamental dos Anos Iniciais - Ciclo I. Dessa maneira, o estudo teve por objetivo geral analisar as representações sociais da criança de nove e dez anos (4º e 5º ano dos Anos Iniciais do Ensino Fundamental - Ciclo I) sobre o smartphone no processo de ensino e aprendizagem. A fim de responder ao objetivo proposto, delineamos os seguintes objetivos específicos: 1. Conhecer e analisar as representações sociais da criança sobre o smartphone em contexto de lazer; 2. Identificar e analisar as representações sociais da criança sobre o smartphone em contextos educacionais; e 3. Analisar as representações sociais da criança sobre as possibilidades de aprendizado decorrentes da utilização do smartphone. A pesquisa é justificada pela relevância da temática em compreender a utilização do smartphone por esta infância, como uma necessidade científica e social, permitindo uma reflexão sobre quais representações sociais são estabelecidas sobre o aparato tecnológico e como se revelam na percepção da criança. Quanto aos procedimentos, desenvolveremos um estudo do tipo descritivo-analítico, que se dividiu em duas fases de coleta de dados: revisão de literatura e elaboração, desenvolvimento e organização para a coleta de dados, cujos achados foram trabalhados por meio da técnica de análise de conteúdo de Lawrence Bardin. Para o processo de coleta de dados optou-se pelos instrumentos de videochamada do Google Meet, a partir da qual foram gravadas e transcritas as falas dos participantes. Além disso, por meio da observação direta, foi construído um diário de campo descritivo. A coleta de dados foi realizada com crianças de uma escola da rede pública municipal de médio porte do interior do Estado de São Paulo. Os dados evidenciam que as crianças pesquisadas possuem na sua grande maioria o próprio celular, aprendendo a utilizar e manipular elas mesmas, habilidades dessa infância conectada. O uso intenso e contínuo desse aparelho por essas crianças, promove um olhar de naturalidade, pois vão assumindo a função de produtoras da informação, com predominância de uso da rede para jogos online, ações de interação social nas redes sociais e aplicativos de mensagens instantâneas. As crianças não utilizavam o smartphone nos espaços escolares e nem em possibilidades de aprendizagem formal antes da pandemia do COVID-19, apresentando posicionamentos divergentes em relação ao processo de aprendizagem, onde alguns afirmaram e outros negaram o aparelho móvel enquanto um facilitador cognitivo. As compreensões construídas neste estudo nos permitiram assumir que as crianças pesquisadas relacionam o smartphone a maneira como utilizam e compreendem nos seus usos diários, principalmente como forma de entretenimento e comunicação. Enfatizamos, a importância de considerar os olhares dessa infância na utilização e mediação dos dispositivos móveis referentes aos processos formativos e de aprendizagens na escola e fora dela.
The present research, linked to the research line “Formative Processes, Teaching and Learning”, of the Graduate Program in Education at UNESP, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculty of Science and Technology, Presidente Prudente campus - SP, takes as its object of study the smartphone and its social representations for children aged nine and ten years of Elementary School of the early years - Cycle I. years (4th and 5th year of the Initial Years of Elementary School - Cycle I) on the smartphone and its symbolic value for the teaching and learning process. In order to respond to the proposed objective, we outlined the following specific objectives: 1. Know and analyze the child's social representations about the smartphone in the context of leisure; 2. Identify and analyze the child's social representations about the smartphone in educational contexts; and 3. Analyze the child's social representations about the learning possibilities arising from the use of the smartphone. The research is justified by the relevance of the theme in understanding the use of the smartphone by this childhood, as a scientific and social need, allowing a reflection on which social representations are established on the technological apparatus and how they are revealed in the child's perception. As for the methods, we will develop a descriptive-analytical study, which was divided into two phases of data collection: literature review and elaboration, development and organization for data collection, whose findings were worked through the technique of analysis of Lawrence Bardin content. For the data collection process, the Google Meet video call instruments were chosen from which the participants' speeches were recorded and transcribed. In addition, through direct observation, a descriptive field diary was constructed. Data collection was carried out with children from a medium-sized public school in the interior of the State of São Paulo. The data show that the children surveyed mostly have their own cell phone, learning to use and manipulate by themselves, skills of this connected childhood. The intense and continuous use of this device by these children promotes a natural look, as they assume the role of information producers, with predominance of use of the network for online games, social interaction actions on social networks and instant messaging applications. Children did not use smartphones in school spaces or in formal learning possibilities before the COVID-19 pandemic, presenting divergent positions in relation to the learning process, where some affirmed and others denied the mobile device as a cognitive facilitator. The understandings built in this study allowed us to assume that the children surveyed relate the smartphone to the way they use and understand it in their daily use, mainly as a form of entertainment and communication. We emphasize the importance of considering the looks of this childhood in the use and mediation of mobile devices referring to the training and learning processes at school and outside it.
The present research, linked to the research line “Formative Processes, Teaching and Learning”, of the Graduate Program in Education at UNESP, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculty of Science and Technology, Presidente Prudente campus - SP, takes as its object of study the smartphone and its social representations for children aged nine and ten years of Elementary School of the early years - Cycle I. years (4th and 5th year of the Initial Years of Elementary School - Cycle I) on the smartphone and its symbolic value for the teaching and learning process. In order to respond to the proposed objective, we outlined the following specific objectives: 1. Know and analyze the child's social representations about the smartphone in the context of leisure; 2. Identify and analyze the child's social representations about the smartphone in educational contexts; and 3. Analyze the child's social representations about the learning possibilities arising from the use of the smartphone. The research is justified by the relevance of the theme in understanding the use of the smartphone by this childhood, as a scientific and social need, allowing a reflection on which social representations are established on the technological apparatus and how they are revealed in the child's perception. As for the methods, we will develop a descriptive-analytical study, which was divided into two phases of data collection: literature review and elaboration, development and organization for data collection, whose findings were worked through the technique of analysis of Lawrence Bardin content. For the data collection process, the Google Meet video call instruments were chosen from which the participants' speeches were recorded and transcribed. In addition, through direct observation, a descriptive field diary was constructed. Data collection was carried out with children from a medium-sized public school in the interior of the State of São Paulo. The data show that the children surveyed mostly have their own cell phone, learning to use and manipulate by themselves, skills of this connected childhood. The intense and continuous use of this device by these children promotes a natural look, as they assume the role of information producers, with predominance of use of the network for online games, social interaction actions on social networks and instant messaging applications. Children did not use smartphones in school spaces or in formal learning possibilities before the COVID-19 pandemic, presenting divergent positions in relation to the learning process, where some affirmed and others denied the mobile device as a cognitive facilitator. The understandings built in this study allowed us to assume that the children surveyed relate the smartphone to the way they use and understand it in their daily use, mainly as a form of entertainment and communication. We emphasize the importance of considering the looks of this childhood in the use and mediation of mobile devices referring to the training and learning processes at school and outside it.
Descrição
Palavras-chave
Smartphone, Representações sociais, Internet, Tecnologias digitais móveis, Crianças, Social representations, Mobile digital technologies, Kids