Docência na educação infantil em tempos de ensino remoto emergencial: narrativas de professoras.

Abstract

This dissertation is linked to the Postgraduate Program in Education at the Federal University of Campina Grande - PB, in the research line “Educational Practices and Diversity, whose object of study refers to teaching in Emergency Remote Education, having as a question - what meanings were attributed by teachers to the experience with ERE in Early Childhood Education. Thus, the objectives were defined - to analyze the meanings attributed by teachers to the experience with ERE in Early Childhood Education, and specifically, to know their feelings in relation to the experience lived in this period, in addition to analyzing aspects of the relationship between teachers and children, as well as seeking reminiscences of these practices in the post pandemic context, through the narratives of teachers from an Early Childhood Education institution, located in the city of Campina Grande - PB. For this, a biographical study was carried out, within the qualitative research approach. The subjects were five teachers from the researched institution, who at the time of the pandemic, carried out their activities in the same institution. As a data collection instrument, the choice was the narrative interview, with the aim of hearing the voice of teachers, which translated the experiences they had at the time. After listening carefully to what the teachers said and subsequent analysis, the data show that the teachers did not recognize themselves in the performance of their own work, since it was delegated to the families. Thus, the teachers were responsible for guiding parents and/or guardians in carrying out activities with the children. Another aspect mentioned by them was the relationship with the children during the ERE, given that contact was sometimes almost non-existent and therefore, if this relationship presented problems, which we call fractures here, it shook what is the basis of teaching – the relationship with their students. According to the professionals, the biggest impediment to the participation of the children was the socioeconomic condition of their families, since they could not afford quality internet. Regarding the emotions and feelings revealed at that time, we found, in the teachers' narratives, numerous mentions of anxiety, anguish, and feelings of helplessness, linked to the development of professional activities. We also emphasize that on numerous occasions, they stressed how overwhelmed they felt, especially because they had to balance professional, domestic and personal activities in the same physical and temporal space, in addition to feeling uncomfortable about having their cell phone numbers given to the children's parents. Regarding the memories of that time, today, according to the teachers, the only positive thing that remained was the bond with the families, which was strengthened, thus showing us that the practices developed at the time did not contribute positively to the experiences of the teachers investigated. Thus, when thinking about the possibilities of ERE, it is necessary to mention that the attempt to simply transpose the face-to-face model to the then “virtual” one was not enough, given that we are talking about Early Childhood Education, which has interactions and games as its guiding axes.