Vídeos na educação infantil: uma perspectiva multimídia para o futuro da aprendizagem

Abstract

The present study aims to investigate the use of video as a pedagogical resource in the classroom setting, especially in the context of Early Childhood Education, in a public educational institution. The scope of the research encompasses the analysis of the integration of video into the educational media landscape and its interconnection with active teaching methodologies employed in educational practice. The central focus lies in understanding how coordinators and teachers perceive the use of video, considering its alignment with the planning of the teaching and learning process. In terms of theoretical framework, this study seeks to engage in a dialogue with renowned authors in the field of education, notably Moran and Bacich (2018), Pretto (2013), Sampaio and Leite (2013), concerning the concepts of multimedia and active methodologies. Furthermore, the theoretical foundation extends to the contributions of Mandarino (2014), Arroio and Giordan (2006), as well as Moran (2000), Pádua (2011), Moran and Bacich (2018) to justify the relevance of incorporating Communication and Information Technologies from the early stages of education, such as in preschool. This study adopts a qualitative approach and is configured as a meticulously outlined case study, characterized by rigorously established research phases. A distinctive feature of this research is the emphasis placed on valuing the voices of the individuals involved in the context. The analysis of the collected data reveals that educational coordinators perceive video as a resource capable of enhancing the teaching process, facilitating communication and the understanding of the covered concepts, which, in turn, encourages its incorporation into educational planning. As for the teachers' perception, they consider video as an effective teaching tool and a support for educational activities. There is also a variety of pedagogical approaches in the use of video, including its use as an illustration and support for content. However, in some cases, inappropriate use of video was observed, either as a mere distraction for the class during moments of restlessness or as a filler resource. In summary, the results obtained through this field research reveal valuable insights for the analysis and understanding of how video is being incorporated into pedagogical practice in Early Childhood Education.