Pedagogical Possibilities and Limits Oof the Use Of WhatsApp In the Early Years of Elementary School
This study addresses the pedagogical possibilities and limits of using the WhatsApp application as a didactic-pedagogical resource in the classes of the 1st Year of Elementary School. It occurred in the context of the COVID-19 coronavirus pandemic, years of 2020 to 2022, where teachers were challeng...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) |
| Repositorio: | EAD em Foco |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.eademfoco.cecierj.edu.br:article/2124 |
| Acceso en línea: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2124 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensino Práticas pedagógicas Tecnologias digitais Teaching Pedagogical practices Digital technologies |
| Sumario: | This study addresses the pedagogical possibilities and limits of using the WhatsApp application as a didactic-pedagogical resource in the classes of the 1st Year of Elementary School. It occurred in the context of the COVID-19 coronavirus pandemic, years of 2020 to 2022, where teachers were challenged in online classes. It is a research with a qualitative approach that aimed to identify and analyze pedagogical potentialities of the use of WhatsApp in a class of the 1st Year of Elementary School, in the municipality of Santana-AP. The participants in this investigation were the class teacher and her 24 students. A semi-structured interview and a systematized observation of remote classes were adopted to collect information with the teacher, in the months of August and September 2021, via the WhatsApp class group. A conversation circle was also held with the students. The results enable to affirm that the WhatsApp application presents potentialities to develop innovative pedagogical practices, as it reconfigures the classroom as a place and time, building new teaching and learning processes, helping to develop digital competences. As limits, were identified that the access to the connection by students is unequal; not everyone has a cell phone at home; a 'family mediator' is needed with the student during the class, but the digital illiteracy of some parents makes it difficult to help. In conclusion, the use of WhatsApp with children-students in the construction of knowledge does not replace face-to-face, but expands the possibilities of ways of teaching, establishing it as a didactic-pedagogical resource that can enhance learning. Keywords: Teaching. Pedagogical practices. Digital technologies. WhatsApp |
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