Corporeality and early childhood education: challenges for teachers in emergency remote education
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/211572 |
Resumo: | In early 2020, the pandemic of COVID-19 broke out. As a measure to preserve life, schools were closed indefinitely. Within this new reality, there was the need to adapt some basic and essential activities, such as education. In this sense, the article aims to present the alternatives found by teachers working in early childhood education to develop motor, body, and interpersonal issues with children from zero to five years of age during the period of emergency remote education. The research methodology is qualitative and exploratory in nature. The theory based on the data was the method of analysis of twenty-two questionnaires applied to teachers who worked in this modality during this period. What is the role of the family in the emergent remote teaching? What are the possibilities for movement and corporeality in this new context? What limitations did the pandemic cause in the context of social interactions in early childhood education? From these problematizations, the categories that emerged from the analysis were the interactions and the body movement, as well as the relationship of families with teaching and learning. The results point out that the emergency remote teaching caused a rupture with regard to the structuring axes of early childhood education; reinforced the indispensability of experiences lived through the body and interactions with others; highlighted the need for possible methodologies to re-signify the importance of being present in the school space and the power of affective bonds built in face-to-face meetings. |
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Corporeality and early childhood education: challenges for teachers in emergency remote educationA corporeidade e a educação infantil: desafios para os docentes no ensino remoto emergencialEarly childhood educationPandemicCovid-19CorporealityEducação infantilPandemiaCovid-19CorporeidadeIn early 2020, the pandemic of COVID-19 broke out. As a measure to preserve life, schools were closed indefinitely. Within this new reality, there was the need to adapt some basic and essential activities, such as education. In this sense, the article aims to present the alternatives found by teachers working in early childhood education to develop motor, body, and interpersonal issues with children from zero to five years of age during the period of emergency remote education. The research methodology is qualitative and exploratory in nature. The theory based on the data was the method of analysis of twenty-two questionnaires applied to teachers who worked in this modality during this period. What is the role of the family in the emergent remote teaching? What are the possibilities for movement and corporeality in this new context? What limitations did the pandemic cause in the context of social interactions in early childhood education? From these problematizations, the categories that emerged from the analysis were the interactions and the body movement, as well as the relationship of families with teaching and learning. The results point out that the emergency remote teaching caused a rupture with regard to the structuring axes of early childhood education; reinforced the indispensability of experiences lived through the body and interactions with others; highlighted the need for possible methodologies to re-signify the importance of being present in the school space and the power of affective bonds built in face-to-face meetings.No início do ano de 2020, a pandemia de COVID-19 foi deflagrada. Como medida de preservação da vida, as escolas foram fechadas por tempo indeterminado. Dentro dessa nova realidade, houve a necessidade de adaptação de algumas atividades básicas e essenciais, como a educação. Nesse sentido, o artigo objetiva apresentar as alternativas encontradas por docentes atuantes na educação infantil para desenvolver questões motoras, corporais e interpessoais com crianças de zero a cinco anos de idade no período de ensino remoto emergencial. A metodologia da pesquisa é de cunho qualitativo e de caráter exploratório. A teoria fundamentada nos dados foi o método de análise de vinte e dois questionários aplicados a professores que atuaram nessa modalidade nesse período. Qual o papel da família em meio ao ensino remoto emergencial? Quais as possibilidades para o movimento e para a corporeidade nesse novo contexto? Quais limitações a pandemia ocasionou no contexto das interações sociais na educação infantil? A partir dessas problematizações, as categorias que emergiram da análise foram as interações e o movimento corporal, bem como a relação das famílias com o ensino e a aprendizagem. Os resultados apontam que o ensino remoto emergencial ocasionou um rompimento no que se refere aos eixos estruturantes da educação infantil; reforçou a imprescindibilidade das experiências vividas por meio do corpo e das interações com o outro; ressaltou a necessidade de metodologias possíveis para ressignificar a importância de estar presente no espaço da escola e a potência dos vínculos afetivos construídos nos encontros presenciais.Universidade de São Paulo. Faculdade de Educação2023-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/21157210.1590/S1678-4634202349265880Educação e Pesquisa; v. 49 n. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e265880Educação e Pesquisa; Vol. 49 No. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e265880Educação e Pesquisa; Vol. 49 Núm. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e2658801678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/211572/193812https://www.revistas.usp.br/ep/article/view/211572/193811Copyright (c) 2023 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessOliveira, Lindsey Machado de Machado, Jade Ariane Medeiros Telles, Michelle Martins Bersch, Angela Adriane Schmidt 2023-12-22T13:32:28Zoai:revistas.usp.br:article/211572Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2023-12-22T13:32:28Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Corporeality and early childhood education: challenges for teachers in emergency remote education A corporeidade e a educação infantil: desafios para os docentes no ensino remoto emergencial |
title |
Corporeality and early childhood education: challenges for teachers in emergency remote education |
spellingShingle |
Corporeality and early childhood education: challenges for teachers in emergency remote education Oliveira, Lindsey Machado de Early childhood education Pandemic Covid-19 Corporeality Educação infantil Pandemia Covid-19 Corporeidade |
title_short |
Corporeality and early childhood education: challenges for teachers in emergency remote education |
title_full |
Corporeality and early childhood education: challenges for teachers in emergency remote education |
title_fullStr |
Corporeality and early childhood education: challenges for teachers in emergency remote education |
title_full_unstemmed |
Corporeality and early childhood education: challenges for teachers in emergency remote education |
title_sort |
Corporeality and early childhood education: challenges for teachers in emergency remote education |
author |
Oliveira, Lindsey Machado de |
author_facet |
Oliveira, Lindsey Machado de Machado, Jade Ariane Medeiros Telles, Michelle Martins Bersch, Angela Adriane Schmidt |
author_role |
author |
author2 |
Machado, Jade Ariane Medeiros Telles, Michelle Martins Bersch, Angela Adriane Schmidt |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Oliveira, Lindsey Machado de Machado, Jade Ariane Medeiros Telles, Michelle Martins Bersch, Angela Adriane Schmidt |
dc.subject.por.fl_str_mv |
Early childhood education Pandemic Covid-19 Corporeality Educação infantil Pandemia Covid-19 Corporeidade |
topic |
Early childhood education Pandemic Covid-19 Corporeality Educação infantil Pandemia Covid-19 Corporeidade |
description |
In early 2020, the pandemic of COVID-19 broke out. As a measure to preserve life, schools were closed indefinitely. Within this new reality, there was the need to adapt some basic and essential activities, such as education. In this sense, the article aims to present the alternatives found by teachers working in early childhood education to develop motor, body, and interpersonal issues with children from zero to five years of age during the period of emergency remote education. The research methodology is qualitative and exploratory in nature. The theory based on the data was the method of analysis of twenty-two questionnaires applied to teachers who worked in this modality during this period. What is the role of the family in the emergent remote teaching? What are the possibilities for movement and corporeality in this new context? What limitations did the pandemic cause in the context of social interactions in early childhood education? From these problematizations, the categories that emerged from the analysis were the interactions and the body movement, as well as the relationship of families with teaching and learning. The results point out that the emergency remote teaching caused a rupture with regard to the structuring axes of early childhood education; reinforced the indispensability of experiences lived through the body and interactions with others; highlighted the need for possible methodologies to re-signify the importance of being present in the school space and the power of affective bonds built in face-to-face meetings. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-22 |
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://www.revistas.usp.br/ep/article/view/211572 10.1590/S1678-4634202349265880 |
url |
https://www.revistas.usp.br/ep/article/view/211572 |
identifier_str_mv |
10.1590/S1678-4634202349265880 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/211572/193812 https://www.revistas.usp.br/ep/article/view/211572/193811 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/xml application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 49 n. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e265880 Educação e Pesquisa; Vol. 49 No. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e265880 Educação e Pesquisa; Vol. 49 Núm. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e265880 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
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Universidade de São Paulo (USP) |
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USP |
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USP |
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Educação e Pesquisa |
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Educação e Pesquisa |
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Educação e Pesquisa - Universidade de São Paulo (USP) |
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