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As tecnologias digitais assumem e tem desempenhado um papel importante e contributário na sociedade, oferecendo inúmeros benefícios para a educação. Em Cabo Verde a realidade de ensinar utilizando as tecnologias digitais é pouco explorada e considerando o ensino pré-escolar a base e o pilar da educação, onde a criança começa a dar os primeiros passos da sua aprendizagem ao longo da vida, procuramos, com este estudo, conhecer o estado atual da utilização das tecnologias digitais na educação pré-escolar em Cabo Verde, particularmente na cidade da Praia. Para tal, definimos a seguinte questão de investigação: De que forma as tecnologias digitais podem contribuir para o desenvolvimento das crianças na educação pré-escolar em Cabo Verde? Com o intuito de lhe darmos resposta estabelecemos os seguintes objetivos: (i) apresentar as potencialidades das tecnologias digitais na aprendizagem das crianças na educação pré-escolar; (ii) identificar a literacia digital do educador; (iii) propor orientações para a educação digital no ensino pré-escolar em Cabo Verde; (iv) conhecer o estado atual da utilização das tecnologias digitais pelos educadores infantis da educação pré-escolar na cidade da Praia; e (v) conhecer a importância da utilização das tecnologias digitais na educação pré-escolar em Cabo Verde, cidade da Praia. Recorrendo à metodologia de natureza qualitativa procurou-se recolher informações sobre o ensino e aprendizagem com as tecnologias digitais nos jardins infantis e o que se tem feito em Cabo Verde nesta matéria para a capacitação de educadores, coordenadores e alunos do ensino pré-escolar, através de inquéritos por questionário e por entrevista aplicados aos vários intervenientes e responsáveis, desde educadores infantis até à técnica do Ministério da Educação. Tendo em conta os resultados alcançados identificamos que os educadores infantis mesmo não tendo formação específica em tecnologias digitais, sabem utilizar as tecnologias e usam as que têm para o ensino e aprendizagem das crianças nos jardins infantis. Constatamos, também, que o processo de ensino e aprendizagem com recurso às tecnologias digitais requer formação dos agentes educativos, investimentos a nível de equipamentos tecnológicos, intervenção das entidades responsáveis para encorajar e apoiar os educadores e coordenadores infantis, bem como todo o engajamento necessário para que todos se sintam incluídos e tenham uma boa aprendizagem utilizando as tecnologias de forma correta e responsável desde a educação pré-escolar.
Digital technologies assume and have played an important and contributing role in society, offering innumerable benefits to education. In Cape Verde, the reality of teaching using digital technologies is little explored and considering pre-school education as the basis and pillar of education, where children begin to take the first steps of their lifelong learning, we seek, with this study, to know the current state of the use of digital technologies in pre-school education in Cape Verde, particularly in the city of Praia. To do this, we define the following research question: How digital technologies can contribute to the development of children in pre-school education in Cape Verde? In order to provide an answer, we have established the following objectives: (i) to present the potential of digital technologies in the learning of children in pre-school education; (ii) identify the educator's digital literacy; (iii) to propose guidelines for digital education in pre-school education in Cape Verde; (iv) to know the current state of the use of digital technologies by preschool educators in the city of Praia; and (v) to know the importance of using digital technologies in pre-school education in Cape Verde, Praia. Using a qualitative methodology, we sought to collect information on teaching and learning with digital technologies in kindergartens and what has been done in Cape Verde in this matter for the training of educators, coordinators and students of pre-school education, through questionnaire and interview surveys applied to the various stakeholders and responsible persons, from early childhood educators to the Ministry of Education technician. Taking into account the results achieved, we identified that child educators, even without specific training in digital technologies, know how to use technologies and use those they have for teaching and learning children in kindergartens. We also found that the teaching and learning process using digital technologies requires training of educational agents, investments in technological equipment, intervention by the responsible entities to encourage and support children's educators and coordinators, as well as all the necessary engagement to that everyone feels included and has a good learning using technologies correctly and responsibly from pre-school education.
Digital technologies assume and have played an important and contributing role in society, offering innumerable benefits to education. In Cape Verde, the reality of teaching using digital technologies is little explored and considering pre-school education as the basis and pillar of education, where children begin to take the first steps of their lifelong learning, we seek, with this study, to know the current state of the use of digital technologies in pre-school education in Cape Verde, particularly in the city of Praia. To do this, we define the following research question: How digital technologies can contribute to the development of children in pre-school education in Cape Verde? In order to provide an answer, we have established the following objectives: (i) to present the potential of digital technologies in the learning of children in pre-school education; (ii) identify the educator's digital literacy; (iii) to propose guidelines for digital education in pre-school education in Cape Verde; (iv) to know the current state of the use of digital technologies by preschool educators in the city of Praia; and (v) to know the importance of using digital technologies in pre-school education in Cape Verde, Praia. Using a qualitative methodology, we sought to collect information on teaching and learning with digital technologies in kindergartens and what has been done in Cape Verde in this matter for the training of educators, coordinators and students of pre-school education, through questionnaire and interview surveys applied to the various stakeholders and responsible persons, from early childhood educators to the Ministry of Education technician. Taking into account the results achieved, we identified that child educators, even without specific training in digital technologies, know how to use technologies and use those they have for teaching and learning children in kindergartens. We also found that the teaching and learning process using digital technologies requires training of educational agents, investments in technological equipment, intervention by the responsible entities to encourage and support children's educators and coordinators, as well as all the necessary engagement to that everyone feels included and has a good learning using technologies correctly and responsibly from pre-school education.
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Cabo Verde Competências digitais Educação pré-escolar Ensino e aprendizagem Tecnologias digitais