Perspectivas e impactos das experiências formativas docentes desenvolvidas durante a pandemia de COVID-19 nas relações aprendentes com a infância

Perspectives and impacts of teacher training experiences developed during the COVID-19 pandemic on learning relationships with childhood.

Resumo

A pandemia mundial (COVID-19) vem impactando os espaços sociais, a exemplo da escola. Diante desse acontecimento, objetivamos verificar, por meio desse artigo, quais são as perspectivas e os impactos da formação continuada sobre os docentes da Educação Infantil, na cidade de Aracaju/SE, durante a pandemia. Circunscrita à Analise de Conteúdo (BARDIN, 2016), a presente pesquisa possui caráter qualitativo. Como resultado da análise, observou-se que os processos de formação continuada, vivenciados pelos educadores, cujas reflexões se voltam para as demandas no período pandêmico, contribuem, significativamente, para o desenvolvimento profissional docente.

Palavras-chave: Educação infantil; Formação docente; Pandemia COVID-19.

Abstract

The world pandemic, caused by COVID-19, impacted social spaces and, consequently, the school. In Brazilian first childhood education, specifically, it encouraged us to revisit its fundamental principles, structure and daily life. In this movement, teachers were challenged to reflect and reconstruct ways of meeting children, with processes of continuing education. The objective is to recognize the training processes experienced by teachers who work in EI during the COVID-19 pandemic. In this qualitative research, we offered questionnaires through Google Forms in the WhatsApp groups of EMEIS of Aracaju city, which were organized, categorized and interpreted (BARDIN, 2016). It was evidenced that the continuing education processes experienced by teachers constitute reflections on the demands in the pandemic period, contributing to the professional development of teachers.

Keywords:Child Education, Teacher training, COVID – 19 pandemic