Banca de DEFESA: BRENDA PEREIRA DE SOUSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : BRENDA PEREIRA DE SOUSA
DATE: 28/02/2024
TIME: 10:30
LOCAL: https://conferenciaweb.rnp.br/ufba/programa-de-pos-graduacao-em-psicologia-da-ufba
TITLE:

Early Childhood Education: an analysis of the discourses on the pedagogical practice of teachers in the Covid-19

KEY WORDS:

Early Childhood Education, Pedagogical Practice, Pandemic, Covid-19.

PAGES: 136
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Pré-Escolar
SUMMARY:

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 walls of the school in order to continue the educational processes, 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 work was to analyze the discourses of early childhood education
teachers on the organization and development of their pedagogical practices in the context of
the Covid-19 pandemic. The discussion was explored through four chapters: chapter I
presents a theoretical foundation regarding the right to education; chapter II discusses the
organization of pedagogical practice for remote teaching in the context of the Covid-19
pandemic; chapter III discusses the learning and development of children in Early Childhood
Education and; chapter IV brings a discussion on public policies for Early Childhood
Education: impasses in the pandemic scenario. Qualitative field research was carried out
through focus groups with 10 teachers and comprehensive interviews with 3 of these teachers,
as well as interviews with 2 pedagogical supervisors who worked in São Gonçalo dos
Campos/Ba (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 pedagogical practice based on the use of technological resources and tools and
pedagogical strategies consistent with remote teaching were pointed out. Based on the
analysis of the results obtained, it was possible to verify that the pedagogical practice
developed by early childhood education teachers during the pandemic period considered the
recommendations presented by the National Education Council, established by Opinion No.
5/2020.

COMMITTEE MEMBERS:
Presidente - 1524745 - MARIA VIRGINIA MACHADO DAZZANI
Interna - 2228252 - GIOVANA CRISTINA ZEN
Externa à Instituição - VERONICA GOMES NASCIMENTO - UFBA