Culturas da infância e recursos tecnológicos digitais: um olhar para a transição entre educação infantil e ensino fundamental no município de São Paulo
Data
2021-09-08
Autores
Nogueira, Ana Maria Duarte
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Considerando o contexto de uso de recursos tecnológicos na educação de crianças pequenas, a presente pesquisa analisa o uso das tecnologias digitais no último ano da Educação Infantil e no primeiro ano do Ensino Fundamental, nas prescrições curriculares e nas práticas desenvolvidas em escolas da rede municipal de São Paulo/SP, no tocante às práticas de leitura e escrita. Para tanto, busca identificar quais e como são utilizadas as tecnologias digitais, junto a gestoras escolares e de tecnologias, considerando as Culturas da Infância; levantar, nos documentos, como o Currículo da Cidade concebe a transição entre Educação Infantil e Ensino Fundamental e quais aspectos epistemológicos, conceituais e procedimentais embasam o desenvolvimento curricular da cidade de São Paulo; apontar as prescrições curriculares e as práticas relacionadas ao uso das tecnologias digitais nas escolas da rede municipal de São Paulo/SP, na transição da Educação Infantil para o Ensino Fundamental, em busca de orientações didáticas para o uso de tecnologia digital e possíveis antecipações de escolarização na faixa etária em questão; e discutir como a tecnologia digital se relaciona a práticas pedagógicas realizadas na transição entre Educação Infantil e Ensino Fundamental a partir do que é preconizado pelos documentos oficiais do Currículo e do relato das gestoras, com olhar para as práticas de leitura e escrita. Em termos metodológicos, compreende o levantamento e análise dos documentos do Currículo da Cidade, a saber, os volumes da Educação Infantil e de Tecnologias para Aprendizagem, que subsidiam a contextualização das concepções e práticas desenvolvidas na educação municipal; e a realização de entrevistas com gestora da área de Tecnologias para Aprendizagem e gestora escolar da Educação Infantil para levantamento de recursos tecnológicos digitais à disposição das crianças e das professoras e professores nas unidades escolares, questionando uso, frequência e aparato utilizado, e investigação de concepções e práticas em relação ao uso de tecnologias digitais com crianças pequenas (5 e 6 anos de idade), suas motivações e como avaliam tais práticas. A exploração dos dados foi realizada sob perspectiva das Mônadas, com inspiração benjaminiana, observando-se a racionalidade presente nas práticas e a existência de articulações entre o que é desenvolvido no último ano da Educação Infantil e no primeiro ano do Ensino Fundamental, com foco na preservação das Culturas da Infância. Os resultados demonstraram escassas indicações de uso das tecnologias digitais na Educação Infantil, assim como pouco direcionamento de recursos e equipamentos, enquanto no Ensino Fundamental há recursos e trabalho sistematizado, com professor específico da área. Percebe-se alinhamento entre as prescrições curriculares dos documentos de Tecnologias para Aprendizagem e Educação Infantil às Culturas da Infância e preocupação com a existência de uma transição entre as etapas da Educação Básica, contudo as entrevistas trazem luz a dificuldades na implementação prática dessa transição, seja no aspecto das práticas pedagógicas ou em relação ao uso de tecnologias digitais.
Considering the context of technological resources use in the young children education, this research analyzes the digital technologies use, in the last year of Pre-school and in the first year of Elementary School, in curricular prescriptions and developed practices in São Paulo/SP's municipal schools, regarding reading and writing practices. Therefore, it seeks to identify which and how digital technologies are used, with school and technology managers, considering the Childhood Cultures; to raise, in documents, how the City Curriculum conceives the transition between Pre-school and Elementary School and which epistemological, conceptual and procedural aspects underlie the curricular development of São Paulo city; to point out the curricular prescriptions and practices related to the digital technologies use in São Paulo/SP's municipal schools, in the transition from Pre-school to Elementary School, in search of didactic guidelines for the digital technology use and possible schooling anticipations in the age group in question; and to discuss how digital technology is related to pedagogical practices carried out in the transition between Pre-school and Elementary School, based on what is recommended by the Curriculum official documents and the managers' narration, with a view to reading and writing practices. In methodological terms, it comprises the survey and analysis of the City Curriculum documents, namely, the volumes of Early Childhood Education and Learning Technologies, which support the contextualization of concepts and practices developed in municipal education; and conducting interviews with a manager of the Learning Technologies area and a school manager of Early Childhood Education to survey digital technological resources available to children and teachers in school units, questioning use, frequency and apparatus used, and investigation of conceptions and practices in relation to the digital technologies use with young children (5 and 6 years old), their motivations and how they evaluate such practices. Data exploration was carried out from the Monads perspective, with Benjaminian inspiration, observing the rationality present in the practices and the existence of articulations between what is developed in the last year of Pre-school and in the first year of Elementary School, with a focus on preservation of Childhood Cultures. The results showed few indications of digital technologies use in Early Childhood Education, as well as little targeting of resources and equipment, while in Elementary School there are resources and systematized work, with an area specific teacher. There is an alignment between the curricular prescriptions of the documents from Technologies for Learning and Early Childhood Education to Childhood Cultures and a concern with the existence of a transition between the stages of Basic Education, however the interviews shed light on difficulties in the transition practical implementation, either in the aspect of pedagogical practices or in relation to digital technologies use.
Considering the context of technological resources use in the young children education, this research analyzes the digital technologies use, in the last year of Pre-school and in the first year of Elementary School, in curricular prescriptions and developed practices in São Paulo/SP's municipal schools, regarding reading and writing practices. Therefore, it seeks to identify which and how digital technologies are used, with school and technology managers, considering the Childhood Cultures; to raise, in documents, how the City Curriculum conceives the transition between Pre-school and Elementary School and which epistemological, conceptual and procedural aspects underlie the curricular development of São Paulo city; to point out the curricular prescriptions and practices related to the digital technologies use in São Paulo/SP's municipal schools, in the transition from Pre-school to Elementary School, in search of didactic guidelines for the digital technology use and possible schooling anticipations in the age group in question; and to discuss how digital technology is related to pedagogical practices carried out in the transition between Pre-school and Elementary School, based on what is recommended by the Curriculum official documents and the managers' narration, with a view to reading and writing practices. In methodological terms, it comprises the survey and analysis of the City Curriculum documents, namely, the volumes of Early Childhood Education and Learning Technologies, which support the contextualization of concepts and practices developed in municipal education; and conducting interviews with a manager of the Learning Technologies area and a school manager of Early Childhood Education to survey digital technological resources available to children and teachers in school units, questioning use, frequency and apparatus used, and investigation of conceptions and practices in relation to the digital technologies use with young children (5 and 6 years old), their motivations and how they evaluate such practices. Data exploration was carried out from the Monads perspective, with Benjaminian inspiration, observing the rationality present in the practices and the existence of articulations between what is developed in the last year of Pre-school and in the first year of Elementary School, with a focus on preservation of Childhood Cultures. The results showed few indications of digital technologies use in Early Childhood Education, as well as little targeting of resources and equipment, while in Elementary School there are resources and systematized work, with an area specific teacher. There is an alignment between the curricular prescriptions of the documents from Technologies for Learning and Early Childhood Education to Childhood Cultures and a concern with the existence of a transition between the stages of Basic Education, however the interviews shed light on difficulties in the transition practical implementation, either in the aspect of pedagogical practices or in relation to digital technologies use.
Descrição
Palavras-chave
Tecnologias digitais, Crianças, Digital technologies, Children, Currículo da cidade, Educação básica, Sociologia da infância, City curriculum, Basic education, Childhood sociology