Impactos do ensino remoto emergencial na educação infantil sob a perspectiva de professoras de uma escola particular do estado de Sergipe

Abstract

This paper documents the impacts and consequences that emerged during the COVID-19 pandemic with the implementation of Emergency Remote Teaching (ERT) in early childhood education, an age group that has playing and interacting as the main part of the pedagogical practice. This research collected data through an online questionnaire about the perspective of teachers and teacher assistants from a private school in Sergipe about their experience in ERT and the return to face-to-face teaching. It was possible to analyze the types of training and support provided by the school, the strategies developed by teachers to deal with the limitations imposed by ERT and the difficulties and consequences faced by the teachers during and after ERT. It was found that this format brought several transformations and adaptations in the way of teaching, especially when it comes to digital technologies, and enabled the continuity of teaching and the maintenance of the bonds between children and their school environment. However, this practice requires specific studies so that problems like the ones found in this work can be avoided, such as risks to public health, illness of the teachers and contribution to social inequality.