Telas e infância: análise das perspectivas da revista Emília sobre o papel das mídias e tecnologias na formação das crianças

Abstract

This research was developed within the scope of PPGED, in the Line of Knowledge and Educational Practices, seeking to investigate the implications of digital technologies and screen use in childhood, considering the context of polarized debates on the subject. The study focuses on Revista Emília, an open-access digital publication aimed at professionals in education, reading instruction, and children's literature since 2010. The central research question is: how does Revista Emília address the challenges posed by screens, media, and digital technologies in childhood, and what are the possible influences identified on children's development? The study was conducted through documentary research, allowing for the systematization and analysis of existing information. The process involved defining the source, carefully selecting materials, and conducting a preliminary evaluation of the texts, considering aspects such as context, authorship, interests, reliability, discourse nature, and key concepts. Based on a detailed reading and analysis, the research was structured into three central categories: (1) Books and screens: fantasy, fiction, imagination, and childhood in the digital panopticon; (2) School and childhood in the digital world; (3) Education for/with media and technologies. The analysis indicates that the Revista Emília does not adopt a simplistic dichotomy between tradition and modernity, nor an extreme stance of rejecting or uncritically embracing technologies. Instead, the publication stands out for its careful approach and refined argumentation, fostering discussions that balance critical thinking with openness to dialogue about the challenges of digital culture in childhood. In this way, Revista Emília serves as a platform for reflection on screen mediation in education, contributing to the construction of counter-narratives that expand possibilities for connection, interaction, and the maturation of critical thinking in educational and social contexts.