Publicação
The challenges to plan and develop pedagogical practices involving digital written culture in childhood education
| Resumo: | Nowadays children are part of the digital culture (Cassany, 2002), using its supports and involving themselves in different uses of digital written culture (Chartier, 2011, 2016). Are teachers considering these uses in preschools? How can we create teaching proposals that attend the learning conditions of young children? How do children deal with the devices, languages, and the particular uses of digital written culture? This text aims to reflect on the processes to incorporate digital technologies in the development of pedagogical activities of preschool teachers from two public schools in Brazil. The data was collected during a research done with four teachers of four to five-year-old children. The activities proposed were developed through a collaboration of the researchers and the teachers, considering their teaching demands and the children’s development. The results show that the teachers started to notice the importance of using digital technologies in the processes of appreciation of written culture. On the other hand, children are stimulated to become authors and to understand the digital support as one more instrument to think and interact with society. |
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| Autores principais: | Araújo, Mônica Daisy Vieira |
| Outros Autores: | Frade, Isabel Cristina Alves Da Silva; Glória, Julianna Silva |
| Assunto: | Digital written culture Childhood education Teacher training |
| Ano: | 2019 |
| País: | Portugal |
| Tipo de documento: | capítulo de livro |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Científico do Instituto Politécnico de Lisboa |
| Resumo: | Nowadays children are part of the digital culture (Cassany, 2002), using its supports and involving themselves in different uses of digital written culture (Chartier, 2011, 2016). Are teachers considering these uses in preschools? How can we create teaching proposals that attend the learning conditions of young children? How do children deal with the devices, languages, and the particular uses of digital written culture? This text aims to reflect on the processes to incorporate digital technologies in the development of pedagogical activities of preschool teachers from two public schools in Brazil. The data was collected during a research done with four teachers of four to five-year-old children. The activities proposed were developed through a collaboration of the researchers and the teachers, considering their teaching demands and the children’s development. The results show that the teachers started to notice the importance of using digital technologies in the processes of appreciation of written culture. On the other hand, children are stimulated to become authors and to understand the digital support as one more instrument to think and interact with society. |
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