Early childhood education in Brazil has existed for more than 100 years, but it was
done in an institutional way, configuring itself as support and / or assistance. From
the Federal Constitution of 1988, onwards, the educational character of the care of
very young children was established, since care from zero to six years of age was
included in the education chapter. Based on this premise, this study is organized
based on the research problem: What are the pedagogical planning strategies for
Early Childhood Education through remote care? To answer this question, we
organized our study into 05 chapters, the first of which dealt with “Theories of
Learning”, later on we presented a “Brief historical-social perspective on children
and childhood”. Then, we seek a dialogue between education and health and
discuss “The child as an integral being”. In the fourth chapter we present the
“Methodological procedures” of the study, which is a qualitative research involving a
Municipal Center for Early Childhood Education, in the city of Palmas, Tocantins.
The research corpus involved 07 teachers, who had their narratives analyzed from
the Textual Discursive Analysis. In the last chapter, the data found are discussed in
three distinct categories, namely: limits and pedagogical and digital possibilities, in
which the participants highlight the difficulties encountered in remote care, the
category of trajectories in school / family relations during the pandemic that
establishes the nuances of the school / family relationship experienced and
perceived by the teachers and the category Paths between Children and Learning
in Pandemic, which shows that children feel the deprivation of face-to-face contact
with teachers, refuse to carry out the proposals offered, some perform the task in
psychological distress. Finally, the object of this research, which is the children's
learning, is hardly scored by the teachers. Such focus allows us to understand, in
some way, that the attention and concern of the teachers were directed to the
attempt to deal with the New Technologies of Information and Communication and
the bond with the families. It is not known what the children learned as well as what
they did to learn. Once again, we can see how education is at the service and under
na adult-centric and bureaucratic perspective, even though we are talking about
babies and children.
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