Os diálogos curriculares entre a cultura digital pensada e a prática pedagógica vivenciada em uma pré-escola do município de São Luís/MA

Abstract

This dissertation, entitled “Curricular dialogues between the digital culture as conceived and the pedagogical practice experienced in a preschool in the city of São Luís-MA”, is a qualitative research of pedagogical intervention and is linked to the professional master’s degree of the Postgraduate Program in Management of Basic Education Teaching (PPGEEB) of the Federal University of Maranhão (UFMA). Its general objective is to analyze the pedagogical practice of preschool teachers in digital culture in a school of the municipal network of São Luís – MA, taking into account the challenges, possibilities, relationships and implications that emerge in the face of new educational demands, aiming at the collaborative construction of a digital pedagogical notebook for the quality of teaching action. The starting point for the development of this research is the following question: for pedagogical practice, what are the challenges, possibilities, relationships and curricular implications in the context of digital culture in pedagogical practice, considering the initial training of preschool educators? For this, the main bibliographic sources consulted were: Paraíso (2023); Sacristán (2013); Young (2014); Lévy (1999); Kenski (2018); Santaella (2013); Saviani (2009); Veiga (1989); Tanuri (2000), among others. The research subjects involved the manager, the coordinator and the educators of the Early Childhood Education segment, specifically, those of preschool, that is, Infant I and II, which corresponds to children aged 4 to 5, of the Maria de Jesus Carvalho Daycare-School, located in the Camboa neighborhood. The data collection instruments used were the semi-structured interview, non-participant observation and the form (through Google Forms). Data analysis occurred in an interpretative, reflective and critical way, presented through charts and tables (Barros, 1990; 2000). We were able to confirm the significant distance between digital culture and school culture, and also the interest of some educators in technological resources for pedagogical practice. However, we noticed the need for continued teacher training that specifically addresses the topic.