Brincadeiras e interações na educação infantil em tempos de ensino remoto: percepções docentes.

Abstract

The present assignment turns its look to understand, from the view of Children’s Education teachers, how distance learning interfered in interaction processes and in games with little children. To understand the totality context in which children’s Education is inserted, the investigation was based on the theoretical and epistemological presupposed that underlie the qualitative approach, from a critical-dialectical perspective, based on the reflections in Gamboa 2007, Severino 2001, Bodgan and Biklen 1982. The content analysis was subsidized on the categories: praxis supported on Freire 2013, mediation and hegemony as of on Cury's 1985 conceptions. The theoretical categories of analysis were: Children's Education supported by Ariés 1981, Kuhlmann Junior 2000, the Child and Adolescent Statute 1990, and the Education Directives and Bases Law 93 9496; Interaction and game on the 1998 National Curriculum Directives; Remote Learning based on the seem 5/2020 of the National Education Council. Contextualized Education and Meaningful Learning supported by Carvalho and Reis 2013, Martins 2006, and Nogueira 2015. The locus of the research was the Municipality of Sumé PB and the collaborating subjects were Children's Education teachers. So, the work was developed with three research procedures: the exploratory study on the a survey of the academic productions of the National Association of postgraduate Studies and Research in Education and of the Systemoteca of the Federal University of Campina Grande in the Specialization Course in Contextualized Education for Living with the Semiarid; The document analysis, to order favor database construction, was based on Fonseca's 2002 conceptions, the questionnaire supported by Gil 1999, and the apprehension of senses and meanings of knowledge supported by Aguiar, Soares, and Machado 2015. The conception of Children's Education that guides this work is conceived from the Law of Directives and Bases, as the first stage of Basic Education 9394/96. The normative mark of Children's Education was expanded from the contributions of Vygotskyb 1997/1998, which refers to the interaction between human beings as fundamental to their development as social beings, and game is understood as the child's social activity, whose specific nature and origin are essential elements for the construction of his personality and understanding of the reality in which he is inserted. The research evidenced that the interactions in early children's education in the context of remote classes are happening, however, in a limited way mediated by technological resources. The research revealed that the pandemic arouse the suspension of classes and classroom activities, evidenced highlighted social, economic, and educational inequalities, but also made explicit the particularities of each stage of Basic Education, and the needs of the subjects in each one of them. Educate babies and children in early children's education during the pandemic, with all the protocols and limits imposed by Covid-19, is one of the challenges teachers face.