A perspectiva familiar em relação ao ensino remoto na educação infantil durante a pandemia da Covid-19

Abstract

Given that children's institutions have adopted remote teaching as an alternative in the face of the Corona virus pandemic (Covid-19), it is essential to investigate through the family's experience how child education was guided in times of social isolation. It is necessary to verify the experiences of children in kindergarten and raise the opinion of families about remote teaching, describe remote teaching and the activities proposed by teachers of kindergarten, characterize early child education, highlighting its specificities and its importance for the integral development of children. To support this, a bibliographic survey was carried out in which we highlight the following authors Araújo (2010), Cerisara (1999), Dalben (2019), Didonet (2001) and among others. In this way, a basic research was carried out, with a qualitative approach that was developed through a questionnaire, carried out with ten families that have children enrolled in children's institutions (municipal) located in the city of Bayeux - PB. With the application of the questionnaire, the families answered the questions raised by the work and it was possible to verify that the children's experience was summarized in carrying out daily activities and participating in remote classes, submitting to spend a few hours in front of a computer/cell phone screen. It is difficult for family members to teach the proposed activities and make the children pay attention during the explanations, in addition to the difficulty of reconciling the children's activities with the daily routine. It was possible to observe that remote teaching did not meet the specificities proposed for early child education, which imposes the finding that remote teaching disregarded the entire context of early child education with mechanical activities that were summarized, for example, in painting and painting activities. collage, since these activities alone are not capable of stimulating meaningful learning, as well as raising the child's creativity, expression, participation, and autonomy.