O cotidiano na educação infantil a partir da pandemia : práticas pedagógicas através da experiência e do vínculo

• Ano de defesa: 2023
• Autor(a) principal: Verissimo, Ana Carolina Brandão
• Orientador(a): Santos, Andréia Mendes dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Crianças; Infâncias; Educação Infantil; Práticas Pedagógicas; Coronavírus
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucrs.br/tede2/handle/tede/10807

The present study was carried out during the Covid-19 pandemic scenario and is a qualitative research of comparative exploratory nature. The study aimed to analyze the possibilities and challenges of Early Childhood Education and Childhood Pedagogies that began in the pandemic in order to (re)think everyday life, bonds, pedagogical praxis and the experience of young children in kindergarten. The scope of this research was carried out in three schools with classes in the last year of childhood educación- one public, one associated and one private - in Porto Alegre/RS. As methodological procedures, I adopted as main data collection techniques: participant observation, interviews and document analysis. Data analysis was carried out using the assumptions of content analysis. I understand that childhoods are plural and experienced in their singularities and that Early Childhood Education is one of the main spaces for interactions, socialization, games and cultural production of childhoods. I understand that in different times and spaces, the experiences lived on a daily basis are characterized as pedagogical practices of the education stage and are elements of child development and, besides that, the impacts caused by pandemic traumas have provided opportunities for new ways of thinking about child education. In this way, the theoretical framework opens a dialogue between the pedagogies of childhood, studies of everyday life and the sociology of childhood, supported by Sarmento (2009; 2013); Barbosa (2006; 2007; 2013; 2019); Horn (2004; 2019); Pais (2003), Certau (2013), Friedmann (2020) among other authors. I present the thesis that Covid-19 had an impact on the lives of young children, making it necessary to (re)think childhood and the Early Childhood Education stage through pedagogical practices that enable important experiences in children's daily lives for their development and training to from a deepening in childhood pedagogies. As a result, it is pointed out that each child lived the period of isolation and the face- to-face return to schools in a different way, which are not only related to pedagogical issues, but social, economic and psychological ones. Although there are many models that serve as inspiration for thinking about the pedagogical proposals that are part of the school routine, the importance and appreciation of children's culture, respect for their identity and their belonging at school are determining factors for healthy development. Daily life reveals to us the subjectivity of these pandemic impacts running through the conceptions of teaching, which requires a close look at their training, because it involves thinking about the improvement of teachers, when reflecting on the temporal changes we are experiencing. It also highlights the importance of establishing bonds not only with the children, but with their families, with the school being a place of shelter, relationships and coexistence. Indeed, it is urgent to listen to children. Understanding the school, as a child's place, which helps in their social and cognitive structuring.