Childhood facing technological development: a study on child social representation

Authors

  • Viviane de Bona Universidade Federal de Pernambuco, Recife, Pernambuco
  • Licia de Souza Leão Maia Universidade Federal de Pernambuco, Recife, Pernambuco

DOI:

https://doi.org/10.5902/198464443107

Keywords:

Child, Technologies, Social representations.

Abstract

The research that led to this study aimed to understand the meaning attributed to childhood in a world fulfilled by information technologies, especially the digital ones. The article proposes the analysis of social representations shared by children 200 teachers from public schools in Recife-PE, in order to understand the social meaning of the word child, propagated and used as reference system to guide people in their relationships with this group of people. The data collection instruments used was tests of free association. W ith the support of Trideux software and the Content Analysis, the analyzes of associations were done. The results show some aspects that seem to perpetuate themselves in relation to definition of a child, such as playing, going to school and have good feelings. In relation to technology is evidenced playful dimension of these resources and training.

Author Biographies

Viviane de Bona, Universidade Federal de Pernambuco, Recife, Pernambuco

Doutoranda em Educação pela Universidade federal de Pernambuco - UFPE

Licia de Souza Leão Maia, Universidade Federal de Pernambuco, Recife, Pernambuco

Professora das Pós-graduação em Educação e Educação Matemática e Tecnológica da UFPE
Doutora em Ciências da Educação pela Universidade René Descartes-Paris V- Sorbonne

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Published

2012-08-16

How to Cite

Bona, V. de, & Maia, L. de S. L. (2012). Childhood facing technological development: a study on child social representation. Education, 37(3), 523–539. https://doi.org/10.5902/198464443107

Issue

educação, v. 37, n. 3, set./dez. 2012

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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