Ser professor de educação infantil no município de Agudo/RS em tempos de pandemia

Abstract

This dissertation, which aims to understand the reorganization of pedagogical work in Early Childhood Education in the municipality of Agudo (RS), in its Times and Spaces, considering the context of the pandemic in 2020, from the teachers' perceptions, refers to to a research linked to the Research Line Teaching, Knowledge and Professional Development, of the Graduate Program in Education of the Federal University of Santa Maria (UFSM), To contemplate this objective, the assumptions of the Historical-Cultural Theory (THC) were adopted. and, more specifically, Activity Theory (AT). By understanding that the teacher is constituted in the relationships he establishes, it is also understood the importance of knowing his work as a teacher of Early Childhood Education, together with the children. However, considering that 2020 was a pandemic year, in which a series of health restrictions had to be obeyed to avoid the contagion of COVID 19, a disease caused by the new Coronavirus, (SARS-CoV-2), which has spread throughout the world, infecting millions of people, the school spaces of children and teachers were different, the ways of teaching and learning had to be reconfigured, resulting in non-face-to-face teaching. In this context, this study was developed, outlining three investigative actions: knowing how education in the municipality of Agudo was historically constituted; identify actions triggered by the Secretary of Education of Agudo in the face of the pandemic situation; understand how Early Childhood teachers in the municipality of Agudo perceived the organization of remote teaching, in moments of new spaces and times. To contemplate them, the investigation was developed in three stages: bibliographic research and interview with former residents of Agudo; interview with the municipal education secretary; interview with four teachers of Early Childhood Education in the municipality. The data collected allow us to identify that the first schools in the municipality were organized by the parents themselves and that, over time, the public network expanded, especially from the emancipation of the municipality, and currently in the city, there are only public schools of Child education. The pandemic context was a remarkable moment for the Municipal Department of Education, which had the challenge of guiding the reconfiguration of the network, especially with the goal of ensuring that teachers did not lose contact with students. Regarding the pedagogical work, for the teachers: the initial moment was shocking and disorienting; the new organization took place through remote classes, but which were not always accompanied by students, mainly due to the lack of technological resources and lack of preparation in handling them; the relationship with children and learning was not effective and it was difficult to make parents aware of the importance of keeping in touch with the school; the times and spaces inherent to Early Childhood Education were not always met, since they were constituted outside the school; the feeling of fear and insecurity was very present. In this way, it is concluded that the period of non-face-to-face classes reinforced the importance of the school as a special space for learning, revealing that no remote work replaces the face-to-face relationship and, above all, , human interaction.