| dc.description.abstract | This dissertation is linked to the research line Public Educational Policies,
Educational Practices and their Interfaces at the Federal University of Santa Maria
(RS). The research presents and intends to discuss the pedagogical practices
developed by a kindergarten class of the Municipal Elementary School named
Professora Ida Fiori Druck during the Covid-19 pandemic in two different periods of
the 2021 year. The general objective is to analyze the pedagogical practices
developed between March and April 2021, in remote teaching, and between
September and October 2021, in the presencial return to school, based on the
perceptions of the teacher and the children of the aforementioned kindergarten class,
considering theoretical, methodological and epistemological aspects. The research
has a qualitative approach based on narrative research and will also use as data
source the teacher’s plans for the periods from March to April 2021 and from
September to October 2021; the feedbacks from the children’s families about their
productions sent during the remote teaching and, later, performed in person; field
diary and conversations with the teachers and children. It uses as theoretical support
the Federal Constitution of Brazil (1988), the National Curriculum Guidelines for Early
Childhood Education (2009), the National Common Curricular Base (2017), Clandinin
and Connelly (2015), Minayo (2008), Barbosa (2007; 2014), Corsino (2012), Horn
(2004; 2017), Rinaldi (2017), Kramer (2005), among others. This research raised
reflections that can help us to understand the work developed with and for children
with the assistance of families in an exceptional situation such as the COVID-19
pandemic. Analyzing the pedagogical practices and the aspects that involve them,
we realize that even in the challenges faced, we continue with the intention of
consolidating and advancing in the search for pedagogical practices that are in
accordance with the conceptions of children adopted at school, as a powerful and
imaginative subject, who builds knowledge through the relationships he establishes
with the world and with others, who learns and teaches. | |
