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Perceções sobre a influência das tecnologias digitais no desenvolvimento da aprendizagem dos 3 aos 6 anos
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O presente relatório foi realizado no âmbito do Mestrado em Educação Pré-Escolar
da Escola Superior de Educação do Instituto Politécnico de Santarém.
O trabalho está organizado em duas partes distintas. Na primeira, apresenta-se a experiência
decorrente dos estágios, descrevendo as características das instituições, dos grupos de
crianças e dos projetos implementados em cada contexto educativo.
Na segunda parte apresento um estudo de caso, de natureza qualitativa e descritiva, com o
objetivo de conhecer as perceções sobre a influência das tecnologias digitais no
desenvolvimento da aprendizagem dos 3 aos 6 anos.
O estudo integrou a participação de seis educadoras de infância, três educadoras no ensino
público e três educadoras no ensino privado, através de uma entrevista, visando conhecer as
suas perceções sobre a influência das tecnologias digitais no desenvolvimento da
aprendizagem dos 3 aos 6 anos..
Este processo iniciou-se com uma grelha de observação das atividades observadas em
contexto das práticas de ensino supervisionadas em jardim de infância, seguindo-se a
construção de um guião de entrevista destinado às seis educadoras do pré-escolar, e de
seguida uma entrevista às mesmas, de forma a compreender as suas perceções sobre a
influência das tecnologias digitais na aquisição de conhecimentos das crianças dos 3 aos 6
anos.
Posteriormente procedeu-se à análise das respostas das entrevistas, colocando-as por
critérios (positivo, intermédio e negativo).
Os resultados da nossa investigação mostram que as educadoras não apresentam uma visão
homogénea entre elas, referindo perceções diferentes. No entanto, todas as educadoras
reconhecem benefícios nas tecnologias e a maioria apresenta confiança em usá-las,
afirmando que é essencial a formação contínua, a intencionalidade pedagógica e a
adequação dos recursos digitais em contexto do pré-escolar.
This report was produced as part of the Master's Degree in Pre-School Education at the School of Education of the Polytechnic Institute of Santarém. The work is organised into two distinct parts. The first part presents the experience gained from internships, describing the characteristics of the institutions, the groups of children and the projects implemented in each educational context. In the second part, I present a qualitative and descriptive case study with the aim of understanding perceptions of the influence of digital technologies on learning development from 3 to 6 years of age. The study involved the participation of six nursery school teachers, three teachers in public education and three teachers in private education, through an interview, aiming to understand their perceptions of the influence of digital technologies on learning development from 3 to 6 years of age. This process began with an observation grid of activities observed in the context of supervised teaching practices in kindergarten, followed by the construction of an interview script for the six pre-school teachers , and then interviewing them in order to understand their perceptions of the influence of digital technologies on the acquisition of knowledge by children aged 3 to 6. The interview responses were then analysed and categorised according to criteria (positive, intermediate and negative). The results of our research show that the educators do not share a homogeneous view among themselves, reporting different perceptions. However, all educators recognise the benefits of technology and most are confident in using it, stating that continuous training, pedagogical intentionality and the suitability of digital resources in the preschool context are essential.
This report was produced as part of the Master's Degree in Pre-School Education at the School of Education of the Polytechnic Institute of Santarém. The work is organised into two distinct parts. The first part presents the experience gained from internships, describing the characteristics of the institutions, the groups of children and the projects implemented in each educational context. In the second part, I present a qualitative and descriptive case study with the aim of understanding perceptions of the influence of digital technologies on learning development from 3 to 6 years of age. The study involved the participation of six nursery school teachers, three teachers in public education and three teachers in private education, through an interview, aiming to understand their perceptions of the influence of digital technologies on learning development from 3 to 6 years of age. This process began with an observation grid of activities observed in the context of supervised teaching practices in kindergarten, followed by the construction of an interview script for the six pre-school teachers , and then interviewing them in order to understand their perceptions of the influence of digital technologies on the acquisition of knowledge by children aged 3 to 6. The interview responses were then analysed and categorised according to criteria (positive, intermediate and negative). The results of our research show that the educators do not share a homogeneous view among themselves, reporting different perceptions. However, all educators recognise the benefits of technology and most are confident in using it, stating that continuous training, pedagogical intentionality and the suitability of digital resources in the preschool context are essential.
Descrição
Mestrado em Educação Pré-Escolar
Palavras-chave
Pré-escolar Perceções Tecnologias Educadoras. Pre-school Perceptions Technologies Educators