A mediação tecnológica na educação infantil: uma abordagem filosófico-pedagógica sobre os impactos no desenvolvimento cognitivo e social da criança

Abstract

This study aims to investigate and discuss, based on existing research, technological mediation in Early Childhood Education. It adopts a philosophical and pedagogical approach to examine the impacts of technology on children’s cognitive and social development, encouraging critical reflection in order to minimize its negative effects on the learning process. This is a qualitative bibliographic investigation grounded in studies and references relevant to the subject, supported by theoretical sources such as articles, books, and academic research. Scientific production in this field is considered to reflect both its social and academic relevance. The main works examined in this study include The Question Concerning Technology by Martin Heidegger (2001); Vygotsky’s (2007) Mind in Society: The Development of Higher Psychological Processes; and Paulo Freire’s Pedagogy of Autonomy (1996). In addition, reflections by Koscheck (2022) and Machado & Pavão (2021) on digital narratives are presented. To achieve the proposed objective, the work is organized into three chapters. The first chapter offers a philosophical and critical reflection on technology and early childhood education. The second discusses pedagogical practices and the critical use of digital technologies in early childhood education, with the aim of promoting citizenship. Finally, the third chapter addresses the contributions and limitations of educational applications in child development. Thus, this qualitative investigation analyzes the importance of discussing technology in early childhood education, considering both its possibilities and its limitations as a resource to enrich and make learning more meaningful