Crianças, tecnologias digitais e metodologias criativas: uma análise do programa mind makers

Abstract

This research proposes an analysis of the Mind Makers program, which is consolidated by the creative approach through disciplines in the context of the children’s scholar learning. The main purpose of the research is to differentiate the connections established between digital technologies and the creative approach in education, relating the program to the conceptions of technology in childhood. In this regard, a qualitative bibliographical research was carried out, selecting authors that address this thematic, such as: Ariès (1981), Buckingham (2000), Sarmento (2005), Vigotski (2009), Brackmann (2017), Valente (2019) and Resnick (2020), in addition to educational guiding documents, such as the National Curricular Common Base – BNCC (2017) and the National Curricular Reference for Early Childhood Education – RCNEI (1998). In order to add the theoretical foundation, a documentary analysis of the Mind Makers was executed through the Content Analysis (AC), by Bardin (2016). The established categories for analysis were: “Development in Early Childhood Education and Early Years”, “The physical and technological resources”, “The main functionalities of the platform” and “Roboland: the command game”. The research conclusions indicate that the program has continuity in proposals directed to different contexts, as well as proposing active methodologies in the development of pedagogical proposes, prioritizing children as the main protagonists of the learning process. In different contexts, creative approaches are perceptible as boosters of teaching work, besides this, the program provides different attractive resources for different levels of education. The analysis raises questions regarding the preparation of children for a future job market, through the disciplines offered by the program. In addition to technological approaches, we must provide children with spaces for exploration, imagination and creation.