Apropriação de tecnologias digitais nos anos iniciais: saberes significativos

Abstract

The present work aims to analyze the influence of digital technologies in the Early Years of Elementary Education, reflecting on their pedagogical possibilities, contributions to the development of computational thinking, and challenges for their appropriation in the contemporary educational context. The study seeks to understand how digital technologies have been incorporated into educational practices and how they contribute to the construction of meaningful, critical, ethical, and humanized knowledge through a qualitative approach of an exploratory and documentary nature, involving the survey and analysis of recent scientific production, as well as the identification and discussion of pedagogical practices aligned with the guidelines of digital culture and computational thinking. The discussions are based, among other authors, on Lévy (1999), Freire (1996), Moran (2015), Floridi (2013), and Resnick (2020), showing that digital technologies go beyond the conception of technical instruments and are configured as mediating devices for communication, knowledge production, and learners’ autonomy. The study highlights the relevance of active methodologies and computational thinking as strategies that foster creativity, problem solving, logical reasoning, collaboration, and authorship, in addition to presenting plugged and unplugged pedagogical practices aligned with the Standards on Computing in Basic Education: Supplement to the BNCC (BRAZIL, 2022). The results demonstrate that the appropriation of digital technologies depends less on the availability of technological resources and more on pedagogical mediation, teacher training, and the construction of contextualized practices. The research also shows that limitations related to infrastructure, public policies, and continuing education still constitute obstacles to the consolidation of innovative practices. It is concluded that the critical integration of digital technologies requires an ethical and pedagogical commitment aimed at the formation of autonomous, reflective, and aware individuals, contributing to the construction of a critical, collaborative, and humanized digital culture.