A Presença da televisão na educação infantil

Abstract

Qualitative research - The Presence of Television on Children's Education - gathers underlying issues of educational practice in early childhood education and discusses the integration of television as an educational uses of technology in these practices . The study starts from the analysis of the uses of television in a Municipal Early Childhood Center ( CMEI ) using data collected by observation of actual practice of TV , interview teachers and children and document analysis in the tender schedules of teachers . The objective focuses on analyzing the relationship of the uses of television in educational actions CMEI intentions with current proposals for the education of young children . The work shows the constitution of the educational process of early childhood education starting from the historical, political and legal aspects and the recognition of child welfare practices until the constitution of the current model , signed in the relationship between educare, with emphasis on studies of Kuhlmann ( 2010) and Rocha (2011 ) . To relate the educational practices of the child to the uses of television education study traverses the socio- cultural theory of Vygotsky (2010 ) and reveals the potential of the controversial TV basing on the studies of Martin-Barbero (2009 ) , and Guareschi Biz (2005 ) and Buckingham (2007) . The case study is based on essentials Lüdke and André (2013 ) . For the analysis and interpretation is anchored in the Content Analysis of Franco (2007 ) . Groups the data into five categories of analysis starting with the logistics unit in the institution , the ratio of transmitted schedules , tastes of children by schedules , uses schedules during the daily routine of the institution and concludes with an analysis of the proposed Teachers uses of Television in CMEI . Further , the study concludes that TV is present in all spaces of the rooms of the groups and that is used every day and at different times and not all refer to planned and constitutive moments of intentional educational activities . Thus , the study posits two fronts to the uses of TV and both require more teacher attention on the need to strengthen ways of teaching mediation ( D' Avila , 2002) : exploring the full potential of your TV while educational resources ( RODRIGUES , 2003) and develop practical education for the media ( TOSCHI , 2004) , strengthening the dialogue on the schedules so that children learn to socialize and do not grow at the mercy of the controversial messages on TV.