O uso das tecnologias digitais e os impactos das telas para o rendimento escolar de crianças nos processos de alfabetização e letramento.

Abstract

This article's main purpose is to discuss the impacts of screens on children's academic performance in the literacy process, with emphasis on literacy in social relationships, understanding that this period constitutes a fundamental stage in the initial years of children's student life. The main theoretical foundations of this investigation come from the concepts of literacy and literacy, by Soares (2017); from the perspective of technology as part of everyday life (Becker, 2017); and the contributions of Mathias and Gonçalvez (2017) on the exaggerated and premature contact with screens by children. The bibliographic research, with a qualitative character, was carried out on digital database platforms from national sources, such as: Scientific Electronic Library Online (SciELO), Portal de Periódicos Eletrônicos de Psicologia (PePSIC), Biblioteca Digital Brasileira de Teses e Dissertations (BDTD), Science.gov and Educational Resources Information Center (ERIC), in the Portuguese language and which have been published, preferably, between 2017 and 2023. Furthermore, it is worth highlighting that scientific articles, conclusion works of course, dissertations and theses. As the main results raised, we can point out that technology presents new scenarios for children, both positive and negative. The appropriate use of technological tools can bring great benefits, as well as playing an important role in learning. However, there are also risks, such as the possibility of having impaired emotional and social development. Therefore, it is important that children learn to deal with technology in a safe and responsible way to ensure their healthy growth. This work contributes to a better understanding of how children are dealing with learning in the era of digital media. Keywords: Literacy process. Literacy in social relations. Excessive use of screens.