Inclusão no ensino remoto e híbrido: refletindo acerca do desenvolvimento das habilidades básicas em crianças pequenas

Abstract

The present study had as general objective to reflect on the development of basic skills with young children, from experiences in remote and hybrid education, within an inclusive panorama. Therefore, we used as a research field the Projeto Aponte school, a private, non-profit institution linked to the third sector, which operates in Bairro das Indústrias, in the city of João Pessoa (PB), where it assists children in situations of social vulnerability. Through activities linked to the Extension Project (PROBEX), we insert ourselves in the school reality, actively participating in its daily activities, such as: classes, planning, studies, etc., making it possible, in this way, to collect data to submit for further analysis. The analysis of didactic instruments for monitoring and evaluating children, in remote and hybrid format, completed monthly by the school's teachers, were also used as an important source of data, capable of revealing aspects of the inclusive proposal, as well as the possible gaps left by teaching remote and hybrid in children's development. The results showed that the Projeto Aponte school seeks, through its practices based on the inclusive paradigm, to meet the specific needs of young children, but that the coronavirus pandemic and the establishment of remote and hybrid teaching methods represented important obstacles to maintaining the proposal, making it impossible to develop all the basic skills inherent in this phase that involves - in the case of school - children between 2-6 years old.