RELATOS DE PROFESSORAS SOBRE AS PRÁTICAS PEDAGÓGICAS DA EDUCAÇÃO INFANTIL EM TEMPOS DE PANDEMIA

• Ano de defesa: 2022
• Autor(a) principal: THALITA PEREIRA DA SILVA
• Orientador(a): Ione da Silva Cunha Nogueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: NARRATIVAS DE PROFESSORAS SOBRE AS PRÁTICAS PEDAGÓGICAS DA EDUCAÇÃO INFANTIL EM TEMPOS DE PANDEMIA
• Link de acesso: https://repositorio.ufms.br/handle/123456789/5143

This Master's research, entitled "Reports of teachers on the pedagogical practices of Early Childhood Education in times of pandemic", inserted in the Research Line Education, Childhoods and Diversities of the Master's degree course of the Graduate Program in Education - UFMS/CPTL, has as its general objective to understand how the Early Childhood Education classes were conducted in a private school, located in the municipality of Três Lagoas, during the Covid-19 pandemic. From this objective, it was also possible to identify the conceptions of child, childhood, and early childhood education of the teachers and understand the remote practices carried out in Early Childhood Education in the year 2020. This is a qualitative field research, carried out in a private school in the municipality of Três Lagoas-MS, which used the semi-structured interview as an instrument for data collection. The subjects of the research were two teachers who work in different stages of Early Childhood Education. The theoretical approach had as main reference the Sociology of Childhood, and also authors who discuss childhood and children in a contextualized way in its different dimensions. The choice for the theme takes into account that young children, as producers of culture, learn through interaction and play, a right that, although legitimized in the official documents of early childhood education and that aims to ensure the full development of the child in this first stage of basic education, has been put at risk in recent times, due to the Covid-19 pandemic and the imposition of an emergency education with remote activities. In addition, it was taken into consideration that the different conceptions of childhood and child that have been built throughout history bring direct implications on the way in which institutions dedicated to early childhood are proposed and built, and that the conceptions that professionals working in education carry with them, reflect on the practices that are carried out in these institutions and impact on early childhood education. From the research carried out, it was possible to understand the unfoldings of the pedagogical practices of the teachers during the year 2020 and perceive a certain tension between the real need for Early Childhood Education and the conceptions and practices that were carried out and that reinforced a traditional pedagogy focused on the transmission of content.