Formação docente e tecnologias: um olhar voltado para a educação infantil

Abstract

Technological progress is notable, every day it is inserted in more areas of life in society, one of them is education. Therefore, it is necessary to critically rethink pedagogical practice, rethink teacher and student training. Based on this understanding, the present study has the general objective of reflecting on the use and contribution of technologies in the training of teachers and students of Early Childhood Education. In its specific objectives, it seeks to understand how this use can influence the process of training teachers and students in this school stage. It also aims to identify positive and negative aspects regarding the use of technologies. Adopting Tedesco (2001) as a theoretical foundation, it seeks to answer the following research question: what is the role of technologies and their challenges in the field of training, both for teachers and students of Early Childhood Education? Methodologically, it is a qualitative study, carried out through bibliographic research. The results suggest that the use of technology requires rethinking and improving the practice and the role of the teacher in the teaching and learning process in order to create different proposals and experiences for children and that continuing education can be a way to reframe meanings and attitudes, reducing the resistance to the use of Information and Communication Technologies (ICT). Among the positive aspects of the use of ICT is the view of them as support tools, which reduce the distance between the subjects and enable the development of cognitive and motor skills. While the negative aspects address the insecurity and fear on the part of teachers and families in relation to technologies and overexposure to screens. In response to the question of this study, it appears that the role of ICT can be to enrich and assist the teaching process, however this will depend on the mediation of the teacher, who is

responsible for understanding, reflecting and contextualizing the use of these means, which directly implies their training. It is also pointed out that one of the main challenges is the lack of contact of future teachers during initial training with ICT as tools for the learning process in Early Childhood Education and that this lack of training can give rise to motivated resistance for incomprehension and insecurity to (re) think and promote education with ICT. In view of these results, it is concluded that technologies can be seen as one of the many possible and indispensable innovations, perhaps desirable, in the search for an active and transforming posture in Early Childhood Education.