Relações e tensões entre a educação infantil e o ensino remoto: um estudo de caso na Escola Projeto Aponte

Abstract

This study aimed to identify relationships and tensions between early childhood education and remote education, with the Escola Projeto Aponte as the locus of investigation, where we carried out this case study. Supported by a qualitative research, we chose to know the reality from the dynamics implemented by the school itself, which belongs to the third sector, therefore, it consists of a private, non-profit institution that works on the outskirts of the city of João Pessoa and serves children in situations of social vulnerability. From the immersion in the field of investigation, through extension actions (PROBEX/2021), it was possible to follow the educational practices experienced in the school during the years 2020 and 2021. In addition, we used the analysis of monthly reports completed by teachers , where we identify the main difficulties experienced by them during activities developed remotely or hybrid. We also complemented our data from a semistructured interview carried out with the school's pedagogical coordination. Thus, we selected the data and submitted them to quantitative/qualitative analysis, in order to demonstrate the relationships and tensions between early childhood education and remote learning. The results revealed that there are, in fact, problems peculiar to child development that deserve consideration and attention, so that learning processes are not compromised. At the same time, difficulties are also highlighted with regard to the digital exclusion that affects socially, culturally and economically disadvantaged communities.