As transformações tecnológicas e suas implicações para a infância e para a educação

Abstract

The technological transformations that occurred in Brazil, in the second decade of the 21st century, promoted changes throughout society by revolutionizing the way people communicate, inform and interact. Instant access to the internet network has become a possible consumer reality for a large portion of the Brazilian population who use these devices in their routines. The different possibilities that digital technologies allow have contributed to these becoming indispensable and reaching many Brazilian homes and, consequently, within the reach of children. Children's contact with digital technologies has occurred early and intensely, and most of the time without control or guidance, causing new habits and behaviors, which exposes children to risks and damages that need to be widely discussed and prevented. In this context, education seeks to incorporate technologies into pedagogical practice in favor of learning, as specified in current educational policies. This thesis presented to the Doctoral Program in Education, at Universidade Tuiuti do Paraná, Public Policy Research line, aims to analyze the implications of the use of digital technologies for childhood and their education. To this end, a bibliographical research was carried out on the insertion of technologies in capitalist societies and a study of the main changes observed in children's playfulness and daily life, risks and damages associated with the use of technologies in childhood, as well as a documentary research on how Public policies aimed at Basic Education in Brazil include technologies. Historical materialism was used as a method of analysis, using Karl Marx and his thoughts about human domination over nature in the capitalist mode of production. To discuss childhood, we start from the thoughts of the philosopher Walter Benjamin and his observations on the importance of mimetic activity, toys and playing for children. On the impacts of technology on childhood, it uses the works of the psychologist specializing in technological dependence, Dr. Cristiano Nabuco de Abreu and pediatrician Dr. Evelyn Eisenstein. In relation to education, there is a demand for the use of technologies in school practice and the need for material resources and preparation of professionals to work within this reality. In Brazil, there are public policies regarding the provision of computers, internet access and continuing teacher training, but there is still a big difference between their use in public and private schools and a lack of initial and continuing training for teachers to use technologies in an efficient way. pedagogical. Legislation focuses on the distribution of equipment and connectivity, while training courses are focused more on practical learning of information technology than on pedagogical use. There is a need for new research that addresses the positive and negative aspects of the use of technology by children.