O cotidiano da docência na educação infantil na pandemia da COVID-19: reflexões a partir de múltiplas vozes

Abstract

This Course Conclusion Work aimed to understand the reality of Early Childhood Education in the midst of the Covid-19 Pandemic by listening to multiple voices. The research problem that mobilized the search for answers was formulated as follows: How did the Covid-19 Pandemic change the daily life of teaching, learning and family organization in Kindergarten schools? The passages for the development of the project had had theoretical sustentation of Rui Canarian (2006); Terezinha Azerêdo Rios (2008); Dinara Pereira Machado (2020); Claude Costin (2020); Bruna Paiva (2020); Patrician Giuriatti (2018), Rochele Rita Andreazza Maciel (2019). The fieldwork was built from two virtual questionnaires. The first, aimed at teachers working in Early Childhood Education during the Covid-19 Pandemic, had 10 participants, totaling 20 open and closed questions. The second was aimed at parents of children enrolled in Kindergarten schools, had 14 participants, totaling 17 open and closed questions. With that, it was obtained the result that the teachers had challenges to carry out the virtual classes, such as: lack of resources; modified workload; I work at home; difficulty in involving children's participation. However, they had expressed that they kept on being dedicated and confident to carry on their work. The families had felt difficulties in the mediating the lessons, due to the fact thta their children got distracted easily, but they had recognized the importance of learning continuity. The lack of face-to-face contact between children and the exchange of information was also noticed, as well as the lack of daily contact between teachers and students. The virtual classes gained new members, the children's families, who played the role of mediators in accessing classes and collaborated with the children's learning. [resumo fornecido pelo autor]