Infâncias Tecnologias: relações imbricadas na era digital

Abstract

The present research addressed the issue of childhood and its relationship with technology. In order to do so, he sought to listen to the children and also some adults who are part of their daily life, such as their legal guardians and teachers. In view of this perspective, means were developed that would make possible the understanding of the meanings attributed by children to the experience of their childhood through the use of technologies, seeking to know how they negotiate access to these technologies with adults, as well as appropriating them , using and disseminating information along with the peers and adults around them. The concepts of childhood and technology are based on theoretical contributions such as Castells (1999); Dornelles (2011); Dornelles and Bujes (2012); Prensky (2010), as well as sociologists of childhood. In order to operationalize this research project, a bibliographical survey was carried out through a search of articles and texts arranged in an online library, taking care also to conduct the empirical part of the research from the filling of questionnaires with the children, their parents and teachers, conducting semi-structured interviews with parents and focus groups with children. It was also decided to carry out field research from an intervention project with the use of tablets. The subjects of the research were children from 5 to 7 years old, enrolled in two school institutions of Paraguaçu - MG and with their parents and teachers. The children were thought of as social actors, producers of cultures and transforming agents of society, producers of their own cultures. In this context, childhood is considered in the plural, for two specific reasons: children live different childhoods, varying according to context, class, ethnicity, gender etc.; and because of the dizzying development of technology, children also become socialized through this technological context. The results demonstrated that, in addition to reproducing knowledge, children are also able to produce and interpret information and knowledge, as well as to make their peers and adults also seek new interpretations and instructions in this technological relation. The results still infer that media-mediated technology empowers children by changing visions of the adult world over them.