Educação infantil no contexto da pandemia: olhar docente sobre o trabalho remoto emergencial

Abstract

In a journey covered behind the scenes of practice, sources of scientific knowledge, this study aimed to identify, in the light of Historical-Cultural theory and from the teaching perspective, how the adequacy of activities guided by emergency remote teaching was established, to Early Childhood Education in the pandemic context in a public school in the city of Patos de Minas- MG. Based on the theoretical assumptions of authors such as Vygotsky (2007), Nóvoa (1996), Wallon (2007), Ariès (1986), the National Education Council and the National Curricular Guidelines for Basic Education, among others. An exploratory qualitative methodological approach was adopted. With the aim of recording experiences experienced by participating teachers during the remote class period, a collective interview was held, recorded by audio, in which a dialogue was established, with subsequent interpretative analysis of the reports based on Bardin (1977) and Franco (2005). Four teachers participated in the study and contributed to a collective interview, based on 1 (one) meeting guided by the objectives of the work and a semi-structured script. Data analysis was carried out based on the selected, prepared and coded material. The surrounding elements that involved the process were analyzed, such as working conditions, interaction between teachers, parents and students, during emergency remote teaching. The data shows that there was no systematic transition from face-to-face teaching to remote teaching, there was a forced adaptation based on improvised actions. The phase generated feelings of surprise and generated a lot of insecurity in the students' learning process with their families. There was no adequate training preparation, but, from the teaching perspective, the methodological didactic sequence, adopted by the municipal education department for Early Childhood Education, was a successful alternative. Emergency remote teaching was very important at that time to avoid losing the bond with the child, however, it does not cover all aspects of child development. It can be deduced that there were uncertainties and controversies about the best ways to maintain the bond with students during that period, perhaps due to the actions suggested by official national and state documents, which were broad in nature and did not present concrete actions than could be carried out in emergency remote teaching.