Integração de novas tecnologias na educação infantil: estudo de um projeto nas UMEIs de Belo Horizonte

Abstract

This research aims to analyze the development of the project called "Digital Technologies Language Project", created by Belo Horizonte City Hall (PBH) and accomplished in some Municipal Child Education Units (UMEI) in the city of Belo Horizonte. The project "Digital Language in Early Childhood Education" has as its central proposal "the autonomous use of equipment by children, where the adult has the role of informing about the use, guiding the children and making them reflect on their products." (GECEDI , GPLI, 2013). In the Curricular Propositions for Early Childhood Education in Belo Horizonte, Digital Language is treated as one of the seven languages that children use articulately: Body Language, Musical Language, Oral Language, Visual Plastic Language, Digital Language, Mathematical Language and Written Language. (BELO HORIZONTE, 2013). The document emphasizes that there is no hierarchy between languages and all are equally important. In addition to developing a theoretical framework on new technologies in children's education, this research aims to understand how teacher training in new technologies can contribute or not to their pedagogical practice in Early Childhood Education. Besides that, it aims to analyze possible impacts of the studied project in innovative pedagogical practices and in the intellectual and social emancipation of children and teachers. The research was carried out in two UMEIs of Belo Horizonte with a qualitative methodological approach. Because it is a research that involves people, it is worth emphasizing the care and importance in choosing the techniques applied in the research environment. Those involved are the teachers and coordinators who participated in the formation of the project "Digital Language in Early Childhood Education" and the classes in which the insertion of the same happens. Because it is a very current topic and concerns a new generation, such research can also contribute, through its practical results, to fostering a differentiated pedagogical project in Early Childhood Education. The initial conclusions point out that although there is a project such as this one, in the pre-school education of the UMEI, it is important for social inclusion because 70% of the children enrolled in a Municipal Infant Education Unit are in social vulnerability.