Pedagogia dos multiletramentos na formação continuada de professores de educação infantil em uma escola municipal de Uberaba-MG

Abstract

The new forms of communication resulting from the process of globalization congruent to the development of Digital Information and Communication Technologies (DICT) are directed towards the valorization of Multilevel Pedagogy since early childhood. In this context, this research is guided by the following problematizing question: What are the contributions of Multilearning Pedagogy in Early Childhood Education and the role of continuing teacher education in the face of the rise of this pedagogy? The purpose of study is to analyze the contributions of the Pedagogy of Multiliteracies to Early Childhood Education in a county school in Uberaba, MG, in view of the relevance of continuing teacher education as a guideline for the use of DICT. It is qualitative and participatory research carried out in a municipal public school of Early Childhood Education and presents as subjects 14 teachers of the classes of Maternal III (3 years), Preschool I (4 years) and Preschool II (5 years). It uses as instruments for the interview investigation through a semi-structured questionnaire (MARCONI e LAKATOS, 1999) and group workshops (SPINK, MENEGON E MEDRADO, 2014). The theoretical basis of research is the Pedagogy of Multiliteracies and is based on the contributions of authors and researchers national and international as Rojo and Moura (2012), Cope and Kalantzis (2000, 2005 e 2012) and Hemais (2010). As for its context in Early Childhood Education, it has national laws and decrees (BRAZIL,1990,1993, 1998, 2013, 2017) besides contributions in Mello and Vicária (2008) and Faria (2014). 2017) além de aportes de Mello e Vicária (2008) e Faria (2014). The discussions about continuing teacher education follow the assumptions of authors like Nóvoa (1991) Garcia (1991), Diniz-Pereira (2013), among others. Para For the analysis of the data, the technique of content analysis was used through categorial analysis proposed by Bardin (2009, 2011). As a result, we highlight the collaboration for reflections on the Pedagogy of Multiliteracies, allowing the valorization and insertion of the DICT in the classes of Early Childhood, developing a critical look at the use of this pedagogy in the school context.