Processo de ensino e aprendizagem na educação infantil no contexto da pandemia da COVID-19.

Abstract

In this monographic study we have as the starting point the following question: How families and teachers have dealt with the Covid-19 pandemic phenomenon in the remote classes, considering the teaching and learning process in the Early Childhood Education? For the general objective we have: analyze the organization of the families and teachers in relation to the teaching and learning process in the Early Childhood Education, in the remote teaching period at Covid-19 pandemic and the specific objectives: reflect how remote classes are being prepared and taught in the Early Childhood Education; discuss whether the remote teaching has favored the learning, from the families and teachers’ perspective who assist the kids in the Early Childhood Education and understand the main problems of the families and teachers, causing and caused, from the remote classes. In the theoretical framework elaboration, we based in the studies of the authors: Araújo, Moreira and Soares (2021); Badin, Pedersetti and Silva (2020); Barbosa (2006); Hackenhaar and Grandi (2020); Kirchner (2020); Leal (2021); Moreira, Paim and Barreto (2021); Rinaldi (2012); Santos and Varandas (2021); Valle (2020); Zabalza (1998), and many others, teaching official documents were consulted too, like: Law of the National Education Directives and Bases (1996) (Lei de Diretrizes e Bases da Educação Nacional), Common National Curriculum Base (2018) (Base Nacional Comum Curricular), National Curriculum Reference for the Early Childhood Education (1998) (Referencial curricular nacional para a Educação Infantil), Opinion NCE/FC nº 05/2020 (2020) (Parecer CNE/CP nº 05/2020), and others. For that, we utilized semi-structured research, with six questions, which were directed to six teachers in the Early Childhood Education. From the reflections and analyses realized we saw that the Early Childhood Education was the educational segment mostly impaired with the remote teaching, even though the many efforts done by the teachers, however, we still realized that the main gaps caused by the remote teaching was occurred by the absence of public policies who search remote teaching improvements and connectivity conditions for all.