Possibilidades e limites das tecnologias na Educação Infantil: uma revisão sistemática de teses e dissertações dos anos de 2006 a 2016.

Abstract

This research, which is inserted in the Line of Media, Education and Communication of the Postgraduate Program in Technologies, Communication and Education, aims to perform a systematic review of theses and dissertations developed in the years 2006 to 2016, on the possibilities and limits of technologies in Child Education. The purpose of the study was to verify which technological resources were related to this educational practice, starting from the hypothesis that even considered challenging instruments in education, can collaborate with the teaching-learning process in childhood, provided they are used in a coherent way, according to the needs of learners. To this end, continuous or permanent training is a path of professional teacher qualification, to instigate new looks in relation to the challenges of an integral education and with parameters of quality. In this perspective, the research was based on theoretical references of Demo (2005), Moran et al. (2008), Nóvoa (2008), Kenski (2008), Sodré (2012), Vygotsky, Luria e Leontiev (2016), among others. This study was based on a qualitative approach, based on a bibliographical review of a systematic review, with a critical-descriptive analysis of the academic investigations. The methodological procedures were divided into five stages for the selection of the academic papers informed in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD), of the Brazilian Institute of Information in Science and Technology (IBICT), which is an important access website to national academic papers. From the keywords “Technologies” and “Child Education”, the works were selected with the inclusion of texts according to the objectives and the problem investigated, and later to analyze, interpret and present the results found. The main results revealed that there are several technological options in school institutions, even with some differences of proposals, it was evidenced that the computer was the most used resource and discussed in the theses and dissertations found, followed by Internet and tablet. Among other tools, notebooks, laptops, televisions, cameras, camcorders, software, as well as the most modern digital slate, are one of the least accessible features of educational systems due to their high financial costs. A few other researches have analyzed broadly: ICTs, audiovisual resources, digital media and the use of mobile devices. In general, the academic work emphasized the possibilities of technologies for the enrichment of the educational process, as well as the opportunity of appropriation of the necessary knowledge for the use of resources, growth of interest, interaction and collaborative work of children with learning of new languages. However, the technological limits indicated that, in addition to the difficulties of technical support, connection to the Internet and acquisition of more current resources, there is a concern with a well-planned pedagogical proposal, according to the children's needs. This situation presupposes the professional qualification, highlighted in most of the researches, with a work of digital inclusion of both the students and professionals.