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Utilização das plataformas digitais na infância: brincar é uma preocupação?
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| 2.92 MB | Adobe PDF |
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Abstract(s)
Em pleno Século XXI, e com a evolução veloz da tecnologia, diversas instituições admitem o uso de plataformas digitais no seu quotidiano. São inúmeras as funcionalidades que estas contêm, como partilhar conteúdos digitais, comunicar, planificar. Porém nem toda a vivência diária poderá ser uma preocupação destas, como é o caso do Brincar. Neste sentido, o principal objetivo deste relatório consiste em verificar se o Brincar é uma preocupação da utilização de plataformas digitais na Educação de Infância, no qual participaram vinte e quatro crianças e respetivos(as) Encarregados(as) de Educação (dezasseis), duas Educadoras de Infância em Creche, uma Educadora de Infância de Jardim de Infância e a Diretora Pedagógica, de uma instituição em Faro. Foram analisados registos de utilização da plataforma digital, realizadas entrevistas às crianças e aplicados inquéritos de autopreenchimento aos(às) Encarregados(as) de Educação, Educadoras de Infância e Diretora Pedagógica. Verificou-se que o Brincar não constava, de forma explícita, nos registos de publicações da plataforma digital. Relativamente ao grupo de crianças, nenhuma manifestou conhecer a plataforma digital utilizada na instituição. No que diz respeito aos(às) Encarregados(as) de Educação, os(as) mesmos(as) mencionaram que a plataforma digital é utilizada, principalmente, para comunicar, através do e-mail; contudo as Educadoras de Infância utilizam, maioritariamente, a plataforma digital para gerir a galeria de imagens e/ou vídeos. Apesar de todos(as) os(as) participantes assumirem a importância do brincar, este comportamento não foi demonstrado como preocupação presente nos documentos orientadores, nem constatado na utilização da plataforma digital.
In the 21st century, and with the rapid evolution of technology, several institutions admit the use of digital platforms in their daily lives. These contain countless features, such as sharing digital content, communicating, planning. However, not all daily life may be a concern of these, as is the case of Play. In this sense, the main objective of this report was to verify if Play is a concern of the use of digital platforms in Early Childhood Education. Participated in the study twenty-four children and their respective Guardians (sixteen), two Nursery Educators, a Kindergarten Educator and the Pedagogical Director of an institution in Faro. Records of the use of the digital platform were analysed, interviews were carried out with the children and self-completion surveys were applied to the Guardians, Educators and Pedagogical Director. It was found that Play was not explicitly included in the records of publications on the digital platform. Regarding the group of children, none of them expressed knowledge of the digital platform used in the institution. With regard to the Guardians, they mentioned that the digital platform is mainly used to communicate, through e-mail. Educators revealed that they mostly use the digital platform to manage the gallery. Although all the participants assumed the importance of Play, this behaviour was not demonstrated as a concern present in the guiding documents, nor was it observed in the use of the digital platform.
In the 21st century, and with the rapid evolution of technology, several institutions admit the use of digital platforms in their daily lives. These contain countless features, such as sharing digital content, communicating, planning. However, not all daily life may be a concern of these, as is the case of Play. In this sense, the main objective of this report was to verify if Play is a concern of the use of digital platforms in Early Childhood Education. Participated in the study twenty-four children and their respective Guardians (sixteen), two Nursery Educators, a Kindergarten Educator and the Pedagogical Director of an institution in Faro. Records of the use of the digital platform were analysed, interviews were carried out with the children and self-completion surveys were applied to the Guardians, Educators and Pedagogical Director. It was found that Play was not explicitly included in the records of publications on the digital platform. Regarding the group of children, none of them expressed knowledge of the digital platform used in the institution. With regard to the Guardians, they mentioned that the digital platform is mainly used to communicate, through e-mail. Educators revealed that they mostly use the digital platform to manage the gallery. Although all the participants assumed the importance of Play, this behaviour was not demonstrated as a concern present in the guiding documents, nor was it observed in the use of the digital platform.
Description
Keywords
Brincar Plataforma digital Crianças Educação de infância