O DOCENTE DA EDUCAÇÃO INFANTIL E AS TECNOLOGIAS CONTEMPORÂNEAS

Abstract

This present Course Completion Work (TCC), whose object was “the teacher of early childhood education and contemporary technologies”, has as a problem “what contemporary technologies are available to the teacher of Early Childhood Education and how he uses them in the process teaching and learning? ”. This project aims to research the relationship, domain and use of teachers with contemporary technologies in the process of teaching and learning in Early Childhood Education and, as specific: (a) historicizing teaching in Brazil and Early Childhood Education; (b) conceptualize and differentiate techniques and technologies; (c) reflect, based on studies and research, on the relationship between Early Childhood Education teachers and contemporary technologies; (d) and, analyze the data collected in the state of the art. As a theoretical contribution, we use legal documents that govern national basic education, such as the Law of Directives and Bases of National Education (1996) and the Federal Constitution (1988) and, directed to Early Childhood Education, we base it on the National Curricular Guidelines for Early Childhood Education (2009); for the part of history and technologies, the authors are present Mesquida (2013), Innocencio (1978), Kussler (2015) and Kenski (2012). The chosen methodology was of qualitative approach with documentary study and of the state of the art type. With the research in the state of knowledge, it was possible to perceive the need for teacher training that encompasses the use of these contemporary technologies in the classroom, as more important than the technologies are the pedagogical procedures, that is, the way in which the teacher will use them in the school environment so that it is not superficial or meaningless learning.