Práticas pedagógicas na educação infantil: atravessamentos e travessias em tempos de pandemia de Covid-19

Abstract

This dissertation is linked to the research line Public Educational Policies, Educational Practices and their Interfaces at the Federal University of Santa Maria (RS). The research presents and intends to discuss the pedagogical practices developed by a kindergarten class of the Municipal Elementary School named Professora Ida Fiori Druck during the Covid-19 pandemic in two different periods of the 2021 year. The general objective is to analyze the pedagogical practices developed between March and April 2021, in remote teaching, and between September and October 2021, in the presencial return to school, based on the perceptions of the teacher and the children of the aforementioned kindergarten class, considering theoretical, methodological and epistemological aspects. The research has a qualitative approach based on narrative research and will also use as data source the teacher’s plans for the periods from March to April 2021 and from September to October 2021; the feedbacks from the children’s families about their productions sent during the remote teaching and, later, performed in person; field diary and conversations with the teachers and children. It uses as theoretical support the Federal Constitution of Brazil (1988), the National Curriculum Guidelines for Early Childhood Education (2009), the National Common Curricular Base (2017), Clandinin and Connelly (2015), Minayo (2008), Barbosa (2007; 2014), Corsino (2012), Horn (2004; 2017), Rinaldi (2017), Kramer (2005), among others. This research raised reflections that can help us to understand the work developed with and for children with the assistance of families in an exceptional situation such as the COVID-19 pandemic. Analyzing the pedagogical practices and the aspects that involve them, we realize that even in the challenges faced, we continue with the intention of consolidating and advancing in the search for pedagogical practices that are in accordance with the conceptions of children adopted at school, as a powerful and imaginative subject, who builds knowledge through the relationships he establishes with the world and with others, who learns and teaches.