A Educação Infantil antes e durante a pandemia COVID 19: olhares de professoras de uma escola pública de MATA/RS

Abstract

The present work addresses "Child Education before and during the Covid 19 pandemic: looks of teachers from a public school in Mata/RS", aimed to identify the challenges and paths traced by Early Childhood Education teachers in the context before and during the Covid 19 pandemic. We seek to understand the forms of work developed before the pandemic by Early Childhood teachers at the Gente Miúda Municipal School of Early Childhood Education and analyze the proposals developed by them during the pandemic. We chose for the methodology the qualitative research approach, supported by bibliographic research, which will have as theoretical basis the authors Freire (1996), Britto (2005), Borba (2009), Prestes (2010), Kenski (2012), Sousa (2012), Albuquerque et al (2017), Fernandes and Varani (2017), Pinazza and Fochi (2018), Reis (2018) and Teixeira et al (2020), as well as public policies for Early Childhood Education, and the legislation and legal documents created to regulate remote work. The fieldwork was carried out from a questionnaire, intended for the teachers of this school, with the purpose of recording their perceptions and also their reports in relation to their proposals and work carried out before the pandemic, as well as the proposals carried out in a period of social isolation. We also conducted an individual interview with the teachers who made themselves available, to learn about the challenges and paths traced by them in both periods. With this, we identified that during the pandemic, collective work among teachers increased significantly, in addition, we also observed that a more targeted work with letters and numbers still persists in Pre-School, but also with games and interactions as governed by law. During the research, it was possible to identify that the family was one of the biggest challenges, because before the pandemic, its participation was not assiduous, but during the pandemic it became more of a partner of the school, thus being more participatory in the school education of children, their children.