CHILDHOOD EDUCATION IN THE PANDEMIC

REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS

Abstract

The work focuses on the experiences lived during the Covid-19 pandemic, in relation to teaching practices and school training processes for children in Early Childhood Education in Parintins (AM), with the central objective of investigating the performance of teachers in Remote Education and the challenges faced. The interruption of classroom activities, the absence from school, social interaction, interactions and shared routines, affected the teacher's life and the teaching and learning process of children in many aspects. According to Senhoras (2020), in the context of the pandemic, education management policies in Brazilian territory became flagrant, with a scrapped structure, crowded classrooms, insufficient and technically outdated technologies, teachers with excessive workloads, overloaded with classes and, at the limit of your mental health. The research is empirical in nature and was based on a qualitative approach, with Field Research in 05 (five) Early Childhood Education schools and the participation of 08 (eight) teachers through semi-structured interviews, which contributed to analyzes about training of the child, teaching practices and experiences, with remote teaching triggering an increase in school activities, imperative and reduced knowledge of digital tools, losses in the child's training, as well as various experiences and learning.