O processo de modernização digital e seus impactos na educação infantil brasileira

Abstract

The process of digital modernization has caused profound transformations in contemporary society, significantly impacting the educational field, especially Brazilian Early Childhood Education. The growing integration of digital technologies into children’s daily lives has altered the ways of teaching, learning, interacting, and constructing knowledge from early childhood. In this context, schools face the challenge of integrating technological resources in a critical and pedagogically grounded manner, considering both their potential benefits and the risks associated with inappropriate and excessive use for children’s cognitive, social, and emotional development. The relevance of this study is justified by the need to understand the impacts of digital modernization on Brazilian Early Childhood Education, given the increasing early exposure to digital technologies and the lack of guided pedagogical practices, as well as adequate teacher training for the conscious use of these resources. Thus, this research aims to contribute to academic and educational discussions on the balanced use of technology in the school environment. Based on this perspective, the guiding research question was: what is the influence of the digital modernization process on Brazilian Early Childhood Education and its impacts on the teaching and learning process and on children’s overall development? The general objective was to analyze the impacts of digital modernization on Early Childhood Education and its implications for the educational process. The specific objectives were to understand how children interact with technologies and how this interaction affects motivation, engagement, and learning; to analyze curricular guidelines and educational policies related to the use of digital resources; and to identify pedagogical practices that promote the balanced use of technology in the school environment. Methodologically, this study is characterized as a bibliographic research (Gil, 2008), grounded in the contributions of Romanowski and Ens (2006), Ferreira (2002), Severino (2013), and Lakatos and Marconi (2003), as well as in the theoretical perspectives of Saviani (2019), Freire (2018), Libâneo (2013), Kenski (2007), Castells and Cardoso (2005), Habowski and Conte (2020), Amarante (2022), Tapscott (2010), and Aparici (2014), among others. As final considerations, the study highlights that digital modernization in Early Childhood Education requires careful planning, continuous teacher training, innovative pedagogical practices, and public policies that ensure conscious and equitable use of technologies in the teaching and learning process.