A prática pedagógica na educação infantil no cenário pandêmico da covid-19 no município de São Gonçalo dos Campos-Bahia

Abstract

The Covid-19 pandemic, which began in 2020, has become a global milestone, impacting the lives of thousands of people in various sectors of work and service provision. With the spread of the new coronavirus, social isolation measures had to be taken in order to prevent the spread of the virus. In the education sector, the immediate measure was to close educational institutions, suspending classes and face-to-face activities. At first, society had no idea of the impact this pandemic would have on human life, believing that the situation would not last long. However, with the advance of Covid-19, the school community had to rethink education beyond the school walls, in order to continue the educational processes, with education being a right guaranteed by the 1988 Constitution. In view of the pandemic situation experienced by the school community, there is an interest in contributing to discussions about pedagogical practice in Early Childhood Education during the Covid-19 pandemic. In this sense, the general objective of this study was to analyze how Early Childhood Education teachers developed their pedagogical practice in the context of the Covid-19 pandemic. The discussion was explored through three axes: I - Pedagogical functioning in a regular early childhood education school: policies, the Covid-19 scenario and reports; II - The development of pedagogical actions in the pandemic: the recommendations of the municipality of São Gonçalo dos Campos. III - The challenges and coping strategies in the development of pedagogical practice in early childhood education during the Covid-19 pandemic. Qualitative field research was carried out through focus groups with 10 teachers and comprehensive interviews with 3 of them, as well as interviews with 2 pedagogical supervisors who worked in São Gonçalo dos Campos/Ba (the selected municipality) during the pandemic period. The first results of the focus group analysis and comprehensive interviews show the impacts of the pandemic on the school context, which directly affected the personal and professional lives of the research participants, as well as the children and their families, as mentioned by the teachers, causing consequences for the teaching-learning process. The challenges and difficulties in reorganizing teaching practice based on the use of technological resources and tools and teaching strategies consistent with remote teaching were pointed out. In view of the analysis of the results obtained, it was possible to see that the pedagogical practice developed by early childhood education teachers in the pandemic period partly considered the recommendations presented by the National Education Council, established by Parecer nº 5/2020, and remained critical in relation to Early Childhood Education.