The article aims to understand how it occurred and what are the challenges of planning
the educational activities of early childhood education teachers in the context of a
pandemic. We opted for an exploratory approach with interviews with teachers from
Garden I and II of a preschool in the municipality of Tocantinópolis/TO. The interview
was through a semi-structured questionnaire. A bibliographic research on planning in
early childhood education was also carried out. The analyses show great challenges for
planning in Early Childhood Education, which were accentuated in the context of the
pandemic. Lack of economic and technological resources, due to the lack of knowledge
and skill with the use of technologies, especially to work with young children, where
interaction and dismissal of concrete are indispensable. Time in front of a computer was
not an easy task and the difficulties with connectivity. It is also evident that teachers
reinvented themselves, seeking methodologies that dialogued with the context in which
each child lived, and among other factors. The research can provide reflection on the
challenges of teachers with the dimension of planning in Early Childhood Education in
the pandemic, especially the use of technologies as methodological strategies. And he
specified the importance of planning for Early Childhood Education, through guidelines
and guidelines, fostering pedagogical and curricular proposals, and always making
visible the specificities of developing teaching work with young children.
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