Planejamento na educação infantil no contexto de pandemia: implicações, desafios e reflexões

Abstract

The article aims to understand how it occurred and what are the challenges of planning the educational activities of early childhood education teachers in the context of a pandemic. We opted for an exploratory approach with interviews with teachers from Garden I and II of a preschool in the municipality of Tocantinópolis/TO. The interview was through a semi-structured questionnaire. A bibliographic research on planning in early childhood education was also carried out. The analyses show great challenges for planning in Early Childhood Education, which were accentuated in the context of the pandemic. Lack of economic and technological resources, due to the lack of knowledge and skill with the use of technologies, especially to work with young children, where interaction and dismissal of concrete are indispensable. Time in front of a computer was not an easy task and the difficulties with connectivity. It is also evident that teachers reinvented themselves, seeking methodologies that dialogued with the context in which each child lived, and among other factors. The research can provide reflection on the challenges of teachers with the dimension of planning in Early Childhood Education in the pandemic, especially the use of technologies as methodological strategies. And he specified the importance of planning for Early Childhood Education, through guidelines and guidelines, fostering pedagogical and curricular proposals, and always making visible the specificities of developing teaching work with young children.