Formação docente na educação infantil: desafios e possibilidades para inclusão digital das crianças na contemporaneidade

Abstract

The present research has as general objective to analyze the contributions of teacher training for the inclusion of digital technologies in Early Childhood Education, having as subsidy the guidelines of the Reference Curriculum in Technology and Computing (CRTC). The training was developed with teachers from four children's centers in the municipality of Parnamirim / RN, in a hybrid format and started from a professional master's research of the Postgraduate Program in Innovation in Educational Technologies - PPgITE / UFRN. The training, inspired and guided by the CRTC guidelines, explored the Digital Citizenship and Computational Thinking axes of the aforementioned curriculum, through active methodologies and digital tools, with the skills to be developed by the children suggested by each axis. Reflections were made on teacher training, curriculum, curriculum in Early Childhood Education, according to: Gatti; Saviani; Perrenoud; Oliveira-Formosinho; Oliveira; Macedo; Moreira and Candau; Fochi. To discuss teaching practice and the use of technologies, we rely on Cunha; Almeida and Valente; Tardif. The research is methodologically supported by the qualitative approach with nuances of action research as a way of understanding and intervening in the chosen context. Through the application of questionnaires, field diary and collective and individual interviews, we traced the profile of the participants, to better understand the context in which they were inserted, we identified the perception by the subjects of the importance of the use of digital technologies in early childhood education and verified the main challenges faced by them for the inclusion of digital technologies in the daily life of children's centers, in order to provide moments of construction of new knowledge, in a process of continuing education. Data analysis occurred through the principles of categorization and inference present in content analysis, proposed by Bardin (2011). As a final product, a continuing education plan was prepared that will be available to the Parnamirim/RN education network. The results showed that the training path aligned with the CRTC curriculum guidelines aroused the interest of teachers, promoted reflection on the use of digital resources and, above all, aroused children's curiosity, interest, and contributed to the development of digital skills.