"De repente viramos youtubers": uso de recursos digitais em atividades de leitura e contação de histórias na educação infantil

Abstract

The core of this research is the use of digital technologies by education professionals to tell stories, considering the interactive and dynamic character of child literature available on the Web. As Covid-19 pandemic in 2020 caused social conditions of isolation, there was a need for digital and technological resources to continue school activities, use of software by teachers. This situation pointed out the need to understand the teachers multiliteracies from remote education for children. In this sense, this study aims to investigate how nursery school (2-3 years) teachers of a private school used the digital and technological resources to prepare reading and storytelling activities for children during the remote education period. Our field research has a qualitative, descriptive and exploratory approach. The data collection procedures were carried out with literature review for theoretical discussions, the description and analysis of digital technologies used by teachers to build up children literary reading. We also did a collective interview with early childhood education teachers on a private nursery school in the Campo das Vertentes, Minas Gerais. They used digital and technological resources during remote education, involving storytelling activities with language teaching on digital platforms. Our theoretical ground were the propositions of Rojo with the concepts of multimodality and multiliteracy; Cosson’s literary reading; Busatto’s work on stories counting; among other scholars who though on teaching and child learning in pandemic times. Finally, the study highlighted some teacher training skills and multimodal aspects present in digital education platforms used in remote education, evidencing interaction modes between the teacher-mediator and the resources used in digital environment to develop reading and Storytelling.