The present study is part of the line of research ‘Teacher training and educational practices’ of the Education Postgraduate Program from the Federal University of Roraima-UFRR. We aim to analyze the teaching processes in times of pandemic and social distance in Early Childhood Education, and also to identify the resources used by the Early Childhood Education teacher for the preparation, execution and evaluation of remote classes, as well as knowing the difficulties faced by these teachers to perform these classes successfully, and finally, to reflect about the teacher’s role in the midst of the reality of remote teaching and social distancing, caused by the Covid-19 pandemic. For that, a basic research was used, from a qualitative nature, which was developed through a case study with a descriptive approach, with characteristics of Participating Research, carried out nine teachers in a municipal school in Boa Vista, state of Roraima, which serves children aged between two and five years old (nursery and kinder garden classes). Therefore, started from the educational scenario caused by the Coronavirus pandemic, understanding the difficulties and challenges related to the teaching processes developed in the Early Childhood Education classes. the problematic of this research is expressed in the following question: Did the teaching processes developed in Early Childhood Education at the Vila Jardim Municipal School during remote classes provide participation and interaction of students in pedagogical actions in times of pandemic and social distancing? The results pointed to limitations regarding the promotion of playfulness and interaction within remote classes, in view of the fundamental role of these
aspects in child development. The experience of teaching in Early Childhood Education, in the midst of the pandemic, proved to be challenging and troubled, as in addition to the difficulties related to the incorporation of technological resources and digital tools into the daily work, these alone did not ensure the participation and interaction of children, given the need to have equipment such as a tablet or smartphone with internet access available to the student, as well as support from the family, which sometimes was working at home office, or not, at times intended for synchronous classes or monitoring activities.
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