Jogos e brincadeiras na Educação Infantil: desafios e perspectivas em tempos de tecnologias digitais

Abstract

This final course work in Pedagogy, entitled “Games and Play in Early Childhood Education: Challenges and Perspectives in Times of Digital Technologies” has as its general objective to analyze the challenges and perspectives of the use of traditional games and play in early childhood education, considering the impact of digital technologies on the teaching-learning process and the specific objectives expressed as follows: to identify what experiences the Early Childhood Education teachers of the Pequeno Principe Kindergarten School have in relation to the use of digital technologies, to verify the teachers' perception regarding the use of traditional games and play mediated by digital technologies, to ascertain whether the Early Childhood Education teachers of the Pequeno Principe Kindergarten School have already used technologies as a pedagogical resource in the development of classroom activities, and to verify with the teachers whether the use of digital technologies can contribute to the learning process of the children in the Early Childhood Education classroom. The methodology planned to achieve the research objectives is of a qualitative nature, whose sources are articles, dissertations, theses and electronic texts. The theoretical basis had as main theoretical contributions: Vygotsky (1998), Kishimoto (2002), Kramer (2007), Fonseca (1993), Oliveira (2005) and others. As well as official documents such as the Federal Constitution of 1988, the Guidelines and Bases Law 9394/96, National Curricular Guidelines, Early Childhood Law 13.257/2016, Common National Curricular Base (BNCC). The research was carried out at the Pequeno Principe Kindergarten School, located at Rua Diogo dos Reis, S/N, in the Matriz neighborhood- Pinheiro/MA. In order to carry out this study, (05) five students and (05) five teachers who work at the aforementioned school were invited to participate in the realization of this research. Through data analysis, it became clear that the research participants recognize that traditional games and play, mediated by digital technologies, play a fundamental role in the learning process in Early Childhood Education. With this research, we hope to contribute significantly to the understanding of the importance of the articulation between games and new technologies, offering a broader view of the true meaning of play in early childhood education.