From the presential to the emergential remote: transits of early childhood education in the pandemic

Detalhes bibliográficos
Autor(a) principal: Prazeres, Michelle
Data de Publicação: 2021
Outros Autores: Gil, Carolina, Luz-Carvalho, Tatiana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/36262
Resumo: This article aims to take a look at the transit of the early childhood school to the remote emergency mode due to the Covid-19 pandemic. Based on the understanding that this condition cannot be considered child education in its entirety, the uses of technological resources and strategies adopted by schools were analyzed based on theoretical discussion and interviews with managers. The remote circumstantial solution sought to guarantee the maintenance of affective bonds and the school as a project, in addition to connections with culture and knowledge. The analysis revealed possibilities and limits of the relationship with technologies and illuminated aspects of the relationship between school and families.
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spelling From the presential to the emergential remote: transits of early childhood education in the pandemicDe lo presencial a lo emergencial remoto: tránsitos de la educación infantil en la pandemiaDo presencial ao remoto emergencial: trânsitos da educação infantil na pandemiaEducação infantilPandemiaTecnologiasCultura digitalEnsino remotoEducación InfantilPandemiaTecnologíasCultura DigitalEnseñanza remotaEarly Childhood EducationPandemicTechnologyDigital CultureRemote teachingThis article aims to take a look at the transit of the early childhood school to the remote emergency mode due to the Covid-19 pandemic. Based on the understanding that this condition cannot be considered child education in its entirety, the uses of technological resources and strategies adopted by schools were analyzed based on theoretical discussion and interviews with managers. The remote circumstantial solution sought to guarantee the maintenance of affective bonds and the school as a project, in addition to connections with culture and knowledge. The analysis revealed possibilities and limits of the relationship with technologies and illuminated aspects of the relationship between school and families.Este artículo tiene como objetivo mirar el tránsito de la escuela de primera infancia al modo emergencial remota debido a la pandemia Covid-19. En el entendido de que esta condición no puede ser considerada educación infantil en su totalidad, se analizaron los usos de los recursos tecnológicos y las estrategias adoptadas por las escuelas a partir de una discusión teórica y de entrevistas con coordinadores y directores. La solución circunstancial remota buscaba garantizar el mantenimiento de los lazos afectivos y de la escuela como proyecto, además de las conexiones con la cultura y el conocimiento. El análisis reveló posibilidades y límites de la relación con las tecnologías e iluminó aspectos de la relación entre la escuela y las familias.Este artigo tem como objetivo lançar um olhar para o trânsito da escola de educação infantil para o modo remoto emergencial em função da pandemia de Covid-19. Partindo da compreensão de que esta condição não pode ser considerada educação infantil em sua integralidade, analisaram-se os usos de recursos tecnológicos e as estratégias adotadas por escolas a partir de discussão teórica e entrevistas com gestoras. A solução circunstancial remota buscou garantir a manutenção de vínculos afetivos e da escola como projeto, além de conexões com a cultura e o conhecimento. A análise revelou possibilidades e limites da relação com as tecnologias e iluminou aspectos das relações entre escola e famílias.Faculdade de Educação - Universidade de Brasília2021-05-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3626210.26512/lc.v26.2020.36262Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e36262Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (ene-dic); e36262Linhas Crí­ticas; v. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e362621981-04311516-489610.26512/lc.v26i0reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/36262/29682https://periodicos.unb.br/index.php/linhascriticas/article/view/36262/32477Copyright (c) 2021 Michelle Prazeres, Carolina Gil, Tatiana Luz-Carvalhohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPrazeres, MichelleGil, Carolina Luz-Carvalho, Tatiana2022-02-09T11:08:21Zoai:ojs.pkp.sfu.ca:article/36262Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-02-09T11:08:21Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv From the presential to the emergential remote: transits of early childhood education in the pandemic
De lo presencial a lo emergencial remoto: tránsitos de la educación infantil en la pandemia
Do presencial ao remoto emergencial: trânsitos da educação infantil na pandemia
title From the presential to the emergential remote: transits of early childhood education in the pandemic
spellingShingle From the presential to the emergential remote: transits of early childhood education in the pandemic
Prazeres, Michelle
Educação infantil
Pandemia
Tecnologias
Cultura digital
Ensino remoto
Educación Infantil
Pandemia
Tecnologías
Cultura Digital
Enseñanza remota
Early Childhood Education
Pandemic
Technology
Digital Culture
Remote teaching
title_short From the presential to the emergential remote: transits of early childhood education in the pandemic
title_full From the presential to the emergential remote: transits of early childhood education in the pandemic
title_fullStr From the presential to the emergential remote: transits of early childhood education in the pandemic
title_full_unstemmed From the presential to the emergential remote: transits of early childhood education in the pandemic
title_sort From the presential to the emergential remote: transits of early childhood education in the pandemic
author Prazeres, Michelle
author_facet Prazeres, Michelle
Gil, Carolina
Luz-Carvalho, Tatiana
author_role author
author2 Gil, Carolina
Luz-Carvalho, Tatiana
author2_role author
author
dc.contributor.author.fl_str_mv Prazeres, Michelle
Gil, Carolina
Luz-Carvalho, Tatiana
dc.subject.por.fl_str_mv Educação infantil
Pandemia
Tecnologias
Cultura digital
Ensino remoto
Educación Infantil
Pandemia
Tecnologías
Cultura Digital
Enseñanza remota
Early Childhood Education
Pandemic
Technology
Digital Culture
Remote teaching
topic Educação infantil
Pandemia
Tecnologias
Cultura digital
Ensino remoto
Educación Infantil
Pandemia
Tecnologías
Cultura Digital
Enseñanza remota
Early Childhood Education
Pandemic
Technology
Digital Culture
Remote teaching
description This article aims to take a look at the transit of the early childhood school to the remote emergency mode due to the Covid-19 pandemic. Based on the understanding that this condition cannot be considered child education in its entirety, the uses of technological resources and strategies adopted by schools were analyzed based on theoretical discussion and interviews with managers. The remote circumstantial solution sought to guarantee the maintenance of affective bonds and the school as a project, in addition to connections with culture and knowledge. The analysis revealed possibilities and limits of the relationship with technologies and illuminated aspects of the relationship between school and families.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-19
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://periodicos.unb.br/index.php/linhascriticas/article/view/36262
10.26512/lc.v26.2020.36262
url https://periodicos.unb.br/index.php/linhascriticas/article/view/36262
identifier_str_mv 10.26512/lc.v26.2020.36262
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/36262/29682
https://periodicos.unb.br/index.php/linhascriticas/article/view/36262/32477
dc.rights.driver.fl_str_mv Copyright (c) 2021 Michelle Prazeres, Carolina Gil, Tatiana Luz-Carvalho
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Michelle Prazeres, Carolina Gil, Tatiana Luz-Carvalho
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e36262
Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (ene-dic); e36262
Linhas Crí­ticas; v. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e36262
1981-0431
1516-4896
10.26512/lc.v26i0
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
_version_ 1805309288044822528

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