Ensino remoto na educação infantil: pontos e contrapontos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
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 |
Resumo: | 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. |
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Reynozo, AnelizeFreitas, DanielaOliveira, Sônia Terezinha de2022-10-07T22:55:17Z2022-10-07T22:55:17Z2021-091982-3657http://ri.ufs.br/jspui/handle/riufs/16421Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).http://dx.doi.org/10.29380/2021.15.08.29This 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.A presente investigação objetiva suscitar o diálogo entre o ensino remoto e a educação infantil, discutindo as suas implicações no desenvolvimento integral das crianças menores de 06 anos, no que concerne aos aspectos físicos, sociais, psicológicos e cognitivos. Com o intuito de promover esse debate, o artigo pautou suas reflexões em uma concepção de aprendizagem sociointeracionista (VIGOTSKI, 2009) em diálogo com as propostas pedagógicas das Diretrizes Curriculares Nacionais para Educação Infantil (BRASIL, 2009) e o seu entendimento de que é por meio das interações e brincadeiras que as crianças aprendem, assumindo o espaço escolar um papel imprescindível neste processo. Nessa perspectiva, desenvolveu-se uma pesquisa de abordagem predominantemente qualitativa, com uma base bibliográfica, enriquecida pela pesquisa de campo, na qual pais/responsáveis de crianças matriculadas na pré-escola, bem como docentes da educação infantil responderam a dois questionários construídos no Google Docs. A partir da análise das respostas, foi possível ter pistas de que a educação remota emergencial não é uma alternativa viável para a educação infantil, pois não inclui a escola como espaço de convivência física, presencial e de compartilhamento de experiências, aspectos essenciais para a aprendizagem de crianças menores de 06 anos.São CristóvãoporGrupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON)Anais do XV Colóquio Internacional Educação e ContemporaneidadeEducação infantilEducação remotaInteraçãoEarly childhood educationRemote educationInteractionEnsino remoto na educação infantil: pontos e contrapontosEnsino remoto na educação infantil: pontos e contrapontosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTEnsinoRemotoEducacaoInfantil.pdf.txtEnsinoRemotoEducacaoInfantil.pdf.txtExtracted texttext/plain53168https://ri.ufs.br/jspui/bitstream/riufs/16421/3/EnsinoRemotoEducacaoInfantil.pdf.txt1949a2c7f6a3d67688306712a54e91c1MD53THUMBNAILEnsinoRemotoEducacaoInfantil.pdf.jpgEnsinoRemotoEducacaoInfantil.pdf.jpgGenerated Thumbnailimage/jpeg2140https://ri.ufs.br/jspui/bitstream/riufs/16421/4/EnsinoRemotoEducacaoInfantil.pdf.jpg3cf0957edc967e0a157deb194dbbe4a7MD54ORIGINALEnsinoRemotoEducacaoInfantil.pdfEnsinoRemotoEducacaoInfantil.pdfapplication/pdf478054https://ri.ufs.br/jspui/bitstream/riufs/16421/2/EnsinoRemotoEducacaoInfantil.pdf90d65bcb646f1d9b5299167402940082MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16421/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51riufs/164212022-10-07 19:55:17.275oai:ufs.br:riufs/16421TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvcihlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIG8gZGlyZWl0byBuw6NvLWV4Y2x1c2l2byBkZSByZXByb2R1emlyIHNldSB0cmFiYWxobyBubyBmb3JtYXRvIGVsZXRyw7RuaWNvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFVuaXZlcnNpZGFkZSBGZWRlcmFsIGRlIFNlcmdpcGUgcG9kZSwgc2VtIGFsdGVyYXIgbyBjb250ZcO6ZG8sIHRyYW5zcG9yIHNldSB0cmFiYWxobyBwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgZGUgc2V1IHRyYWJhbGhvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIHNldSB0cmFiYWxobyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyBuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0bywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgbsOjbyBpbmZyaW5nZSBkaXJlaXRvcyBhdXRvcmFpcyBkZSBuaW5ndcOpbS4KCkNhc28gbyB0cmFiYWxobyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvLgoKQSBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIHNlIGNvbXByb21ldGUgYSBpZGVudGlmaWNhciBjbGFyYW1lbnRlIG8gc2V1IG5vbWUocykgb3UgbyhzKSBub21lKHMpIGRvKHMpIApkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRvIHRyYWJhbGhvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIGNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuIAo=Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-10-07T22:55:17Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Ensino remoto na educação infantil: pontos e contrapontos |
dc.title.alternative.eng.fl_str_mv |
Ensino remoto na educação infantil: pontos e contrapontos |
title |
Ensino remoto na educação infantil: pontos e contrapontos |
spellingShingle |
Ensino remoto na educação infantil: pontos e contrapontos Reynozo, Anelize Educação infantil Educação remota Interação Early childhood education Remote education Interaction |
title_short |
Ensino remoto na educação infantil: pontos e contrapontos |
title_full |
Ensino remoto na educação infantil: pontos e contrapontos |
title_fullStr |
Ensino remoto na educação infantil: pontos e contrapontos |
title_full_unstemmed |
Ensino remoto na educação infantil: pontos e contrapontos |
title_sort |
Ensino remoto na educação infantil: pontos e contrapontos |
author |
Reynozo, Anelize |
author_facet |
Reynozo, Anelize Freitas, Daniela Oliveira, Sônia Terezinha de |
author_role |
author |
author2 |
Freitas, Daniela Oliveira, Sônia Terezinha de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Reynozo, Anelize Freitas, Daniela Oliveira, Sônia Terezinha de |
dc.subject.por.fl_str_mv |
Educação infantil Educação remota Interação |
topic |
Educação infantil Educação remota Interação Early childhood education Remote education Interaction |
dc.subject.eng.fl_str_mv |
Early childhood education Remote education Interaction |
description |
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. |
publishDate |
2021 |
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2021-09 |
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2022-10-07T22:55:17Z |
dc.date.available.fl_str_mv |
2022-10-07T22:55:17Z |
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1982-3657 |
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Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://dx.doi.org/10.29380/2021.15.08.29 |
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1982-3657 Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://ri.ufs.br/jspui/handle/riufs/16421 http://dx.doi.org/10.29380/2021.15.08.29 |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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