This work has as its theme the teaching perspective on the learning and development of children
in kindergarten in Tocantinópolis during the pandemic period. Through this study, the objective
was to analyze, from the perspective of the pandemic, the impact on the learning and
development process of children in kindergarten in Tocantinópolis, from the perspective of
teachers, and how students and teachers adapted to the changes generated by isolation. Social.
Coupled with this objective, we also discuss the context of the pandemic and the relationship
with the research theme, about what a pandemic is, its characterization and impacts, making
several notes about the World Health Organization WHO and about the trajectory of the Unified
Health System. SUS Health. In the second chapter, we address the legal parameters for learning
and development in early childhood education, according to the National Curriculum
Guidelines for Early Childhood Education (DCNEI), National Common Curricular Base
(BNCC) and the Tocantins Curricular Document (DCT). Where, to support our research, we
will deal with what the legal documents say, emphasizing learning rights and fields of
experience in early childhood education. In the third chapter, we present the research carried
out with teachers in kindergartens and preschools in Tocantinópolis. We analyzed the impacts
on the learning and development process in children in early childhood education in
Tocantinópolis and whether learning occurred within the learning rights and fields of
experience in early childhood education that DCNEI, BNCC and DCT present. As a method
for data collection, we used a questionnaire prepared in Google Form sent to teachers. We opted
for qualitative data analysis. The participants' responses provided a rich debate on the subject,
the implications of teaching in the context of the Covid-19 pandemic were verified. It evidenced
the lack of continued training of teachers with technological resources. Despite trying to
reinvent themselves. It made us reflect on how to work with children to interact in the middle
of the pandemic through experiences with more intentionality. Finally, it is evident that
investing in the continuing education of teachers is essential, especially in mediating practices
of technology, so that, in the midst of the crisis, access to education is something concrete.
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