Mediações sociais e tecnologias em interações na educação infantil : o uso da Mesa Educacional Alfabeto Positivo em uma creche de Recife - PE

Abstract

This master's deegre dissertation mainly aims in understand the social mediations before the interactions of the children with their peers and with the teacher of the Childhood Education during the use of the Alphabet Educational Table by Positivo, in the context of a municipal nursery of Recife-PE. It is located in an interdisciplinary field of study on the use of a digital artifact used in school contexts of Childhood Education in Recife-PE, the Alphabet Educational Table by Positivo. We start from the ideas of Sociology of Childhood, represented by Corsaro, Sarmento and Marchi, an approach that allows us to understand contemporary children as social agents in the face of new technologies. Complementing sociological studies, the research is anchored in Vygotsky's historical-cultural theory, considering the individual as a subject of social action, and highlighting the function of the instruments in psychic and social development; Leontiev's Theory of Activity, updated in the Engeström pyramid, as a way of understanding the actions of the individual in the complex mediated social network. This is a predominantly qualitative ethnographic case study, carried out in three moments: 1) Macro-analytical moment, with data constructed from information available on the official website of the city of Recife and the website of the Positivo company, creator of the analyzed technology; 2) Institutional-analytical moment, with observations, semi-structured interview with school coordination, which aims to characterize the ways of using digital technologies in their space; 2.2) Time of analysis of the interactions, in which observations will be made, the semi-structured interviews and videographies of social practices with the artifact in focus in the nursery and of specific situations of children in social mediations with their peers and with adults in the institutional experiences of use of the technologies. The data will be investigated through Content Analysis at moment 1 and by Interactive Analysis at moment 2 and 2.2. The results indicate that macro and micro aspects mediate the use of ICTs by children in their peers in teaching situations in Childhood Education, that is, both children in their peers and adults in the relational process act in a mediatory way in the process of using a ICT, as well as macro aspects such as public policies of a city.