Perspectivas e impactos das experiências formativa docentes desenvolvidas durante a pandemia COVID-19 nas relações aprendentes com a infância

• Autor(a) principal: Santos, Julianna Britto Oliveira
• Data de Publicação: 2022
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16380; http://dx.doi.org/10.29380/2021.15.04.39
• topic: Educação infantil; Formação docente; Pandemia; COVID-19; Early childhood education; Teacher training

This research is justified in view of the challenges faced by the global pandemic caused by the COVID-19 virus, which has been impacting social spaces and times and, consequently, schools. In Brazilian education, but specifically in the early childhood education stage, this discussion movement led us to revisit its fundamental principles, purposes, structure and impacts that govern their daily lives. In this movement, teachers who work in early childhood education were challenged to reflect and rebuild access paths for children, as well as promoting their development through meaningful activities. What are the perspectives and impacts of the training processes/experiences experienced by teachers working in IE during the COVID-19 pandemic? Based on the principles of qualitative research, added to the recognition and description of teacher training initiatives, questionnaires were offered in the Google Forms format among the EMEIS Aracajuana Whatszaps group, which were gathered, organized and analyzed. In this perspective, it was observed that the continuing education processes experienced by teachers constituting reflections on previous training, during and after the pandemic period, qualitatively contributed to professional teacher development.