Experiências de professoras da educação infantil na pandemia da COVID-19: histórias, dilemas e reflexões

Abstract

This dissertation is the result of a qualitative research conducted within the Graduate Program in Science and Mathematics Teaching - Professional Master's Degree at the Federal University of Pelotas. Its main objective was to investigate how four early childhood education teachers faced the challenges arising from the pandemic and what their experiences, strategies, and transformations were within this pandemic context. The COVID-19 pandemic brought significant changes to the field of education, requiring educational institutions to rapidly adapt to new ways of teaching and learning. In the context of early childhood education, this transition to remote teaching presented specific challenges considering the needs and characteristics of children in this age group. The theoretical framework addressed concepts related to remote teaching in early childhood education, emphasizing the possibilities and challenges of this teaching modality. Studies on teachers' adaptation to educational technologies and the consequent workload overload, as well as the importance of interaction and emotional support in this context, were explored. To conduct the research, qualitative data collection and analysis techniques were used, such as interviews with 4 (four) early childhood education teachers working in private and public networks, rural and urban, in the municipality of Pelotas/RS, who experienced remote teaching during the pandemic. Data analysis was performed through categorization and content analysis, aiming to identify patterns, themes, and trends in the teachers' accounts. It is expected that the results of this research will contribute to understanding teaching experiences in early childhood education in a pandemic context, providing support for the development of more effective pedagogical practices in contemporary times. Furthermore, as a means of supporting these teachers, an educational product was created, proposing a support group for schools intending to provide spaces for listening and exchange among their teaching staff.