Desafios e enfrentamentos da Educação Infantil em tempos de pandemia à luz de uma Pedagogia que vem do campo.

Abstract

The Covid-19 Pandemic brought challenges and impacted actions and human relationship. Prevention measures, with isolation and social distance, implied new configurations of work, living and at education, in all levels and modalities of teaching. This research was addressed to Early Childhood Education scenario, given the specificities inherent to its audience and was dedicated to studying it in the Municipality of Vicência-Pernambuco in the period of non-faceto-face activities, with the objective of analyzing the contributions of the Pedagogia de Apoio ao Desenvolvimento Sustentável (PEADS). This Pedagogy has been implemented for a long time in the schools of the municipality, and is currently configured as a public policy. To achieve the objective of this study, the analysis of the document was carried out “Guia de Orientações das atividades não presenciais no período da COVID-19” and interviews with pedagogical coordinators and teachers. From document analysis and content analysis, it was possible to identify that the PEADS appears explicit in the Guia Orientador through principles and foundations that guides the pedagogical practices presented there. In carrying out the proposed activities, students and families acted as protagonists in the learning process, which further valued popular knowledge and strengthened the school-family relationship.