Tecnologias digitais na Educação Infantil: representações sociais de professoras

Abstract

This article presents the results of a research that aimed to identify the social representations of teachers about digital information and communication technologies (TDIC) in the pedagogical practice in early childhood education. The research had a o this end, it was developed in a qualitative and quantitative approach with teachers of public schools in the state of Minas Gerais and the data were analyzed from the perspective of the theory of social representations. It was found that teachers recognize the influence of ICDT in the transformation of children's daily lives. They perceive technologies as capable of arousing the interest of children and transforming their way of thinking, acting and interpreting the world, which is eventually reflected in the context of early childhood education. Although everyday users of ICDT in their personal lives, teachers recognize difficulties in incorporating them into their pedagogical practices in early childhood education, mainly because they do not feel prepared for it.