Sequências didáticas, diversidade e protagonismo infantil: uma proposta de uso das tecnologias digitais na escola

Abstract

Under the perspective of an education which privileges the protagonism of the child in the construction of knowledge, the present work proposes the use of the didactic sequence as a way of teaching and learning in the approach of diversity and inclusion, permeated by the use of digital language and active methodologies. Through various digital resources, such as presentations, audio, image, video, animations and the use of social networks, we have tried to develop the curricular contents by providing greater involvement of students and the development of socio-emotional skills. The active methodologies bring the student to the center of learning, allowing their participation and the collective construction of knowledge based on a pedagogy of listening, attentive to the interests and needs of the student and believing in their potential. It is not possible that the school still ignores the influence of digital culture influence on the students' culture. The teacher needs to be equipped with knowledge and interest to learn how to deal with new technologies, thus overcoming his fears and difficulties and, why not, learn from those who are young but have more affinity with these innovations.