CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS

Detalhes bibliográficos
Autor(a) principal: Neto, João Paes
Data de Publicação: 2024
Outros Autores: Martins, Kézia Siméia Barbosa da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Estudos Interdisciplinares
Texto Completo: https://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/914
Resumo: 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in Brazilian territory became flagrant, with a scrapped structure, crowded classrooms, insufficient and technically outdated technologies, teachers with excessive workloads, overloaded with classes and, at the limit of your mental health.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.
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spelling CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLSEDUCACIÓN INFANTIL Y PANDEMIA: ENSEÑANZA REMOTA, ACCIÓN DOCENTE Y FORMACIÓN DEL NIÑO EN EDUCACIÓN INFANTIL EN PARINTINS (AM)EDUCAÇÃO INFANTIL E PANDEMIA: ENSINO REMOTO, ATUAÇÃO DOCENTE E FORMAÇÃO DA CRIANÇA DE EDUCAÇÃO INFANTIL EM PARINTINS (AM)Educação InfantilPandemiaEnsino RemotoAtuação DocenteEnsino RemotoChild educationPandemicRemote teachingTeaching ActivityRemote TeachingEducación InfantilPandemiaEnseñanza RemotaActividad DocenteEnseñanza RemotaThe 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.El trabajo se centra en la actuación docente y las experiencias vividas durante la pandemia de la Covid-19, en relación con las prácticas y procesos de formación escolar de los niños de Educación Infantil en Parintins (AM), con el objetivo central de investigar la actuación de los profesores en la Enseñanza Remota y los desafíos enfrentados en dicho contexto. La interrupción de las actividades en el aula, el alejamiento de la escuela, de la vida social, de la convivencia con compañeros y amigos, de las interacciones y rutinas compartidas, afectó en muchos aspectos la vida del profesor y el proceso de enseñanza y aprendizaje de los niños. Según Senhoras (2020), las políticas de gestión de la educación en el territorio brasileño se volvieron evidentes, con una estructura precaria, aulas abarrotadas, tecnologías insuficientes y técnicamente obsoletas, profesores con cargas horarias excesivas, sobrecargados de clases y, al límite de su salud psíquica, en el contexto de la pandemia, se volvió aún más precaria. La investigación es cualitativa, con Investigación de Campo en las escuelas de Educación Infantil y la participación de ocho profesoras, contribuyendo con análisis sobre la formación del niño, prácticas y experiencias docentes, donde la enseñanza remota desencadenó un aumento de las actividades escolares, conocimientos imperativos y acelerados de las herramientas digitales, perjuicios en la formación del niño, pero también varias experiencias y aprendizajes.O trabalho focaliza a atuação docente e as experiências vivenciadas na pandemia da Covid-19, em relação às práticas e processos de formação escolar das crianças de Educação Infantil em Parintins (AM), com o objetivo central de investigar a atuação dos professores no Ensino Remoto e os desafios enfrentados no referido contexto. A interrupção das atividades de sala de aula, o afastamento da escola, da vida social, do convívio com colegas e amigos, das interações e rotinas compartilhadas, afetou em muitos aspectos a vida do professor e o processo ensino e aprendizagem das crianças. Conforme Senhoras (2020) tornaram-se flagrantes as políticas de gestão da educação no território brasileiro, com uma estrutura sucateada, salas lotadas, tecnologias insuficientes e tecnicamente defasadas, professores com cargas horárias excessivas, sobrecarregados de aulas e, no limite de sua saúde psíquica, no contexto da pandemia, tornou-se ainda mais precária. A pesquisa é qualitativa, com Pesquisa de Campo nas escolas de Educação Infantil e participação de oito professoras, contribuindo com análises acerca da formação da criança, práticas e experiências docentes, sendo que o ensino remoto desencadeou aumento das atividades escolares, conhecimentos imperativos e aligeirados das ferramentas digitais, prejuízos na formação da criança, mas também várias experiências e aprendizagens.Editora CEEINTER2024-01-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/91410.56579/rei.v5i7.914Interdisciplinary Studies Journal; Vol. 5 No. 7 (2023): DOSSIER: Intersectionality and Education: Challenges for Thinking School Education; 182-195Revista de Estudios Interdisciplinarios; Vol. 5 Núm. 7 (2023): DOSSIER: Interseccionalidad y Educación: Desafíos para Reflexionar sobre la Educación Escolar; 182-195Revista de Estudos Interdisciplinares ; v. 5 n. 7 (2023): DOSSIÊ: Interseccionalidade e Educação: Desafios para Pensar a Educação Escolar; 182-1952674-870310.56579/rei.v5i7reponame:Revista de Estudos Interdisciplinaresinstname:Centro de Estudos Interdisciplinares - CEEINTERinstacron:CEEINTERporhttps://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/914/854Copyright (c) 2023 Revista de Estudos Interdisciplinares https://creativecommons.org/licenses/by/4.0/deed.pt-brinfo:eu-repo/semantics/openAccessNeto, João Paes Martins, Kézia Siméia Barbosa da Silva2024-01-04T18:19:06Zoai:ojs.pkp.sfu.ca:article/914Revistahttps://revistas.ceeinter.com.br/revistadeestudosinterdisciplinarPRIhttps://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/oaiceeinter01@gmail.com || atendimento@ceeinter.com.br || editora@ceeinter.com.br2674-87032674-8703opendoar:2024-01-04T18:19:06Revista de Estudos Interdisciplinares - Centro de Estudos Interdisciplinares - CEEINTERfalse
dc.title.none.fl_str_mv CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS
EDUCACIÓN INFANTIL Y PANDEMIA: ENSEÑANZA REMOTA, ACCIÓN DOCENTE Y FORMACIÓN DEL NIÑO EN EDUCACIÓN INFANTIL EN PARINTINS (AM)
EDUCAÇÃO INFANTIL E PANDEMIA: ENSINO REMOTO, ATUAÇÃO DOCENTE E FORMAÇÃO DA CRIANÇA DE EDUCAÇÃO INFANTIL EM PARINTINS (AM)
title CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS
spellingShingle CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS
Neto, João Paes
Educação Infantil
Pandemia
Ensino Remoto
Atuação Docente
Ensino Remoto
Child education
Pandemic
Remote teaching
Teaching Activity
Remote Teaching
Educación Infantil
Pandemia
Enseñanza Remota
Actividad Docente
Enseñanza Remota
title_short CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS
title_full CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS
title_fullStr CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS
title_full_unstemmed CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS
title_sort CHILDHOOD EDUCATION IN THE PANDEMIC: REMOTE TEACHING, TEACHING AND THE TRAINING OF CHILDREN IN PARINTINENSE SCHOOLS
author Neto, João Paes
author_facet Neto, João Paes
Martins, Kézia Siméia Barbosa da Silva
author_role author
author2 Martins, Kézia Siméia Barbosa da Silva
author2_role author
dc.contributor.author.fl_str_mv Neto, João Paes
Martins, Kézia Siméia Barbosa da Silva
dc.subject.por.fl_str_mv Educação Infantil
Pandemia
Ensino Remoto
Atuação Docente
Ensino Remoto
Child education
Pandemic
Remote teaching
Teaching Activity
Remote Teaching
Educación Infantil
Pandemia
Enseñanza Remota
Actividad Docente
Enseñanza Remota
topic Educação Infantil
Pandemia
Ensino Remoto
Atuação Docente
Ensino Remoto
Child education
Pandemic
Remote teaching
Teaching Activity
Remote Teaching
Educación Infantil
Pandemia
Enseñanza Remota
Actividad Docente
Enseñanza Remota
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/914
10.56579/rei.v5i7.914
url https://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/914
identifier_str_mv 10.56579/rei.v5i7.914
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/914/854
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista de Estudos Interdisciplinares
https://creativecommons.org/licenses/by/4.0/deed.pt-br
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista de Estudos Interdisciplinares
https://creativecommons.org/licenses/by/4.0/deed.pt-br
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora CEEINTER
publisher.none.fl_str_mv Editora CEEINTER
dc.source.none.fl_str_mv Interdisciplinary Studies Journal; Vol. 5 No. 7 (2023): DOSSIER: Intersectionality and Education: Challenges for Thinking School Education; 182-195
Revista de Estudios Interdisciplinarios; Vol. 5 Núm. 7 (2023): DOSSIER: Interseccionalidad y Educación: Desafíos para Reflexionar sobre la Educación Escolar; 182-195
Revista de Estudos Interdisciplinares ; v. 5 n. 7 (2023): DOSSIÊ: Interseccionalidade e Educação: Desafios para Pensar a Educação Escolar; 182-195
2674-8703
10.56579/rei.v5i7
reponame:Revista de Estudos Interdisciplinares
instname:Centro de Estudos Interdisciplinares - CEEINTER
instacron:CEEINTER
instname_str Centro de Estudos Interdisciplinares - CEEINTER
instacron_str CEEINTER
institution CEEINTER
reponame_str Revista de Estudos Interdisciplinares
collection Revista de Estudos Interdisciplinares
repository.name.fl_str_mv Revista de Estudos Interdisciplinares - Centro de Estudos Interdisciplinares - CEEINTER
repository.mail.fl_str_mv ceeinter01@gmail.com || atendimento@ceeinter.com.br || editora@ceeinter.com.br
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