Potencialidades pedagógicas do GCompris para o desenvolvimento do conhecimento digital por crianças.

Abstract

Digital knowledge is implied in the context of digital technology usage and in various social practices, constructed by the subjects through digital environment screens. In the context of school education, experiences linked to the sphere of digital culture enable the development of digital knowledge. Thus, considering the relevance of promoting children's digital experiences with digital environments, as well as of teachers knowing the pedagogical potential of educational software, this research aimed to analyze the pedagogical possibilities of using GCompris educational software to develop children's digital knowledge in a public school in the city of Campina Grande, Paraíba. Specifically, we sought to learn of the pedagogical potential of GCompris educational software and its compatibility in developing DGBL (DigitalGame Based Learning); to understand the experiences of the research subjects with GCompris software usage; and, to construct GCompris activities and games that favor the development of digital knowledge. The theoretical framework was based on the contributions of researchers who approach such knowledge, such as Morin (2005, 2011) Neto and Rodrigues (2009) and Pérez Gómez (2015); the use of digital technology and digital games in pedagogical processes, such as Alves and Coutinho (2016), Boller and Kapp (2018) and Gee (2010); as well as those who discuss the characteristics of children users of digital technologies as subjects of knowledge, such as McCrindle (2014), Prensky (2010, 2012), as well as Veen and Vraking (2009). This research was delineated as a qualitative, case study type, whose locus of research was in a Campina Grande Municipal Teaching Network school, and the research subjects were a teacher and three third grade Elementary School students. To support the data collection, we performed the analysis of the GCompris educational software based on the TUP (Technology, Usability and Pedagogy) model of educational software analysis, and the principles of DGBL. In addition, we used semistructured interviews, which were recorded in audios. The collected data were organized according to the analytical units and categories, and then hermeneutically analyzed. As a result, we highlight the pedagogical potential of this software, since it is easy to use and fun, favors the development of learning and reflection on what has been learned, and allows for the adapting of activities and games according to the child's profile. Pedagogical possibilities for digital knowledge development can be explored through social interactions, during the use of this software, from the exploration of game and activity interfaces, or through commands executed with the use of the mouse and keyboard. However, it is essential to consider usage context and pedagogical planning before incorporating this or any other educational software or digital technology in pedagogical processes.