O protagonismo das crianças em narrativas digitais: propostas para o último período da educação infantil

Abstract

In the face of a society that is inseparable from digital culture, it is pertinent to reflect on how education has incorporated aspects of these transformations in the construction of experiences that resonate with those lived by children, including those involving digital technology. Among the available forms of interaction, digital narratives possess characteristics with strong potential for developing expressiveness and creativity. In light of this, the following question arises: how can digital narratives contribute to the development of expressiveness in children within early childhood education? Given this, the present study aims to analyze the contributions of pedagogical approaches that incorporate digital narratives, grounded in theoretical frameworks and practical experiences, in order to highlight aspects of child development during the final stage of Early Childhood Education, based on the experiences fostered by these practices. This is a qualitative approach based on reflective narrative research, which seeks to investigate how children can use digital narratives from the perspective of child protagonism. The study is divided into two phases: the first, theoretical, explores the themes relevant to the investigation and includes a systematic literature review in which the available works on the subject are analyzed; the second phase consists of field research conducted at the Laboratory School affiliated with a public university in Alagoas. A class of 18 children aged 4 to 5 years participated in the study, along with their teacher and classroom assistants. This study is expected to generate a repertoire that supports and highlights the potential of narratives associated with digital productions, contributing to research on digital technology in the context of early childhood education and on the incorporation of digital culture present in society as a source of learning and sharing.