A educação infantil da rede pública municipal de Goiânia durante o contexto da pandemia por Covid-19

Abstract

This Course Completion Paper has the general objective of investigating the measures adopted for the continuity of the activities and the development of children, considering that they cannot have access to the educational institutions due to the social isolation caused by the Covid-19 pandemic, and the suspension of classroom classes, The first is to understand the work of the Municipal Department of Education of Goiânia, with the professionals of Early Childhood Education during the period of social isolation, and the second to identify the means by which the activities for the Early Childhood Education of the Municipal Centers for Early Childhood Education (CMEI) of Goiânia were carried out during a certain period of suspension of classroom classes by the pandemic. Thus, we raised the following question: what are the measures adopted by the institutions of Early Childhood Education in the public network of Goiânia to maintain teaching during the period of social isolation, caused by the Covid-19 pandemic? We developed a qualitative and documental research. This work was based on Paro (1993, 1998, 2001), paying attention to the documents that guide Early Childhood Education, such as the National Curricular Guidelines for Basic Education, the Early Childhood Education Curricular Document of the Municipal Department of Education and Sports of Goiânia, and the National Common Curricular Base. As a result, subject to the limits of this study, it was possible to perceive the way in which the activities for children in Early Childhood Education in the public system of Goiânia were maintained during the remote classes regime. Thus, in the state sphere, we found that the classes continued under the Special Scheme of Non-Presential Classes, more specifically for the municipal education system, training courses were developed and given to the teachers of the municipal education system, digital platforms were created to provide pedagogical activities for families and children, and the dialogue between institution and family was maintained through cell phone applications. Thus, we concluded that it is not possible to guarantee that the activities developed for the children of the CMEI in Goiânia reach all of them, because some families do not have equipment, internet access, or enough time to carry out the activities. We also saw that there is no guarantee in relation to the quality of the teaching and learning process of the children, because the activities are prepared by the teachers, but are developed in the home environment with parents or guardians who have no pedagogical experience.