Ensino remoto na educação infantil: pontos e contrapontos

• Autor(a) principal: Reynozo, Anelize
• Data de Publicação: 2021
• Outros Autores: Freitas, Daniela, Oliveira, Sônia Terezinha de
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16421; http://dx.doi.org/10.29380/2021.15.08.29
• topic: Educação infantil; Educação remota; Interação; Early childhood education; Remote education; Interaction

This research aims to stimulate the dialogue between remote education and early childhood education, discussing its implications for the integral development of children under 6 years of age, with regard to physical, social, psychological and cognitive aspects. In order to promote this debate, the article guided its reflections on a socio-interactionist learning concept (VIGOTSKY, 2009) in dialogue with the pedagogical proposals of the National Curriculum Guidelines for Early Childhood Education (BRASIL, 2009) and their understanding that it is through the interactions and play that children learn, assuming the school space an essential role in this process. In this perspective, main qualitative approach research was developed, with a bibliographic basis, enriched by field research, in which parents/guardians of children enrolled in the pre-schoolschool, as well as teachers of early childhood education answered two questionnaires built in Google Docs. From the analysis of the answers, it was possible to have clues that emergency remote education is not a viable alternative for early childhood education, as it does not include the school as a space for physical coexistence, face- to-face and sharing of experiences, essential aspects for the learning of children under 6 years of age.