| dc.description.abstract | This study is part of Kairós – Study and Research Group on Work, Education and
Public Policies, linked to Research Line 2 – Public Educational Policies, Educational
Practices and their Interfaces, of the Graduate Program in Education at the Federal
University of Santa Maria. The research theme refers to the rights of learning and
development in policies for Early Childhood Education, in particular, the right to play
and the pedagogical work of teachers in the Municipal Network of Santa Maria. The
research was problematized as follows: considering the context of a pandemic and
the learning and development rights provided for in the policies for Early Childhood
Education, how teachers of preschool children, from the Municipal Network schools
in Santa Maria, elaborate, describe and visualize the senses in their pedagogical
work, especially regarding the right to play? The initial assumption of the research
was that, in order to produce a practical, transformative pedagogical work that has
meaning and significance for teachers and children, it is important that teachers
understand their work and play as a whole, in their theories. It was elaborated as a
general objective: to analyze the meanings produced by preschool teachers about
the pedagogical work they developed in the context of the pandemic, especially
about playing, among the learning and development rights provided for in Early
Childhood Education policies. The research has a dialectical approach, and had as
reference the metaphor of the patchwork quilt, emphasizing that a ready-made quilt
does not exhaust all the possible possibilities of analysis, after all, like the patchwork,
the research could have been arranged in another way. Data production was based
on questionnaires, interviews, pedagogical political projects (PPPs), the study of the
Santa Maria Curriculum Guiding Document (DOC), the Gaucho Curriculum
Reference for Early Childhood Education (RCGEI), the National Curriculum
Guidelines for Early Childhood Education (DCNEI) and the National Curricular
Common Base (BNCC), having as theoretical-methodological foundation, from a
critical perspective, the Analysis of Movements of Senses (AMS). In the final
considerations, the period of adversity is revisited and ennobles the actions of
teachers in facing the adversities of the pandemic by Covid-19. The overcoming to
deal with the unusual, the sense of collectivity and the multiple forms of work made
the teachers develop a multifaceted pedagogical work. In the end, the initial
assumption is resumed and possible answers to the questions proposed for the
research are elaborated, presenting two considerations, one about the work that the
teachers developed and the other about the right to play. | |
