Cultura digital: relação com as práticas pedagógicas na educação infantil

Abstract

The article presents reflections on the relationship between pedagogical practices in Early Childhood Education and digital culture. The methodological approach was qualitative and bibliographic, based on systematic literature review techniques. The guiding question was: What research has investigated pedagogical practices in Early Childhood Education and their relationship with Digital Culture? The review began with the search phase and application of inclusion or exclusion criteria, followed by an analysis of the abstracts and the analysis of the theoretical corpus. The results presented two categories of research, the first focused on understanding the initial and continuing training of teachers for the use of information and communication technologies (ICT), with an emphasis on training proposals with teachers for the use, appropriation or integration of ICT in pedagogical practices in Early Childhood Education. The second category of research included children as participants and presented proposals for pedagogical interventions for the use of these technologies by children, seeking to understand their understanding of the use of ICT and its implications for the child's movement and body. We identified a gap in research that points out the relationship between pedagogical practices and the experiences presented by children based on digital cultural practices, which can resonate in the daily school routine. We also observed that the training processes lack a critical analysis of the incorporation of ICT with a view to humane and democratic training for social coexistence and practice in digital culture.

 Keywords: training; teachers; technologies; child.