This is a research with a qualitative approach that aimed to listen and try to understand, from
semi-structured interviews, the notes made by children from Kindergarten, from the first three
years of Elementary School and their families, about the impacts of remote education in their
lives. We know that remote learning brought significant changes in the process of teaching these
children and, consequently, required new assignments, transformations and adaptations for their
families. In this way, we seek to understand how was (and still is) this process of teaching these
children and the implications for the lives and routine of their families during this context. In
this work, we also bring some important discussions on recent research carried out on the
impacts of remote learning, made by researchers from different public universities in the
country, such as the research “Infância em Tempos de Pandemia”, developed by researchers
from UFMG. We also had as a reference Marin et al. (2020) - published in the series of booklets
“Saúde mental e atenção psicossocial na pandemia COVID-19”, by FIOCRUZ -, the legal bases
of brazilian education (CF, LDB, DCNEI and BNCC), as well as other documents. We also
present some fundamental concepts for understanding the schooling process of children, such
as the concept of childhood. The research pointed out many losses for children and,
consequently, for their social, affective, emotional, physical, psychological and cognitive
development. We emphasize that families have become central figures in the mediation of
remote teaching, even without having adequate training for this. It was also clear that the
families themselves felt powerless many times. Finally, we concluded that it will be necessary
for us to continue reflecting and seeking together - family, school, public authorities - for better
conditions for teaching these children.
|
