Entre escola e casa: as aprendizagens possíveis na educação infantil em tempos de distanciamento social

Abstract

Early childhood education in Brazil has existed for more than 100 years, but it was done in an institutional way, configuring itself as support and / or assistance. From the Federal Constitution of 1988, onwards, the educational character of the care of very young children was established, since care from zero to six years of age was included in the education chapter. Based on this premise, this study is organized based on the research problem: What are the pedagogical planning strategies for Early Childhood Education through remote care? To answer this question, we organized our study into 05 chapters, the first of which dealt with “Theories of Learning”, later on we presented a “Brief historical-social perspective on children and childhood”. Then, we seek a dialogue between education and health and discuss “The child as an integral being”. In the fourth chapter we present the “Methodological procedures” of the study, which is a qualitative research involving a Municipal Center for Early Childhood Education, in the city of Palmas, Tocantins. The research corpus involved 07 teachers, who had their narratives analyzed from the Textual Discursive Analysis. In the last chapter, the data found are discussed in three distinct categories, namely: limits and pedagogical and digital possibilities, in which the participants highlight the difficulties encountered in remote care, the category of trajectories in school / family relations during the pandemic that establishes the nuances of the school / family relationship experienced and perceived by the teachers and the category Paths between Children and Learning in Pandemic, which shows that children feel the deprivation of face-to-face contact with teachers, refuse to carry out the proposals offered, some perform the task in psychological distress. Finally, the object of this research, which is the children's learning, is hardly scored by the teachers. Such focus allows us to understand, in some way, that the attention and concern of the teachers were directed to the attempt to deal with the New Technologies of Information and Communication and the bond with the families. It is not known what the children learned as well as what they did to learn. Once again, we can see how education is at the service and under na adult-centric and bureaucratic perspective, even though we are talking about babies and children.