The pedagogical use of digital technologies of information and communication in early childhood education in public schools

Abstract

Digital Information and Communication Technologies (TDIC) are close to adults and children in different ways nowadays. For example, in appliances and toys. Due to this and other reasons, in recent years, different governments have encouraged the use of TDIC in schools as well, starting with Kindergarten. Based on this reality, this research was organized with the aim of verifying the perceptions of managers and teachers regarding TDIC and its use in pedagogical practices in the Early Childhood Education classroom. Thus, we sought to answer the following problem-question: How have TDIC been understood and used in Early Childhood Education in public schools? To achieve these objectives, based on the Historical-Dialectical Materialist method, a research was developed with data collection involving interviews and questionnaires with participants from four municipal schools of Early Childhood Education in the city of Inhumas, in Goiás. It was possible to note relevance and desire for the integration and use of TDIC in pedagogical situations of Early Childhood Education, but its implementation is incipient. Around 30% of the survey participants inspire an instrumental and/or deterministic discourse about TDIC, associating pedagogical innovation only with these uses. Another part recognizes them as an important cultural part, without being the determinant of such innovation. The most cited difficulties for such integration were the lack of improvements in the technological infrastructure of the schools, insufficient continuing education of teachers and little commitment from the government to the continuous maintenance of these axes in the school.