"Um ano que jamais imaginei viver": Olhares sobre a organização do trabalho pedagógico com bebês e crianças de até três anos em um contexto de pandemia

Abstract

This research proposes a study on work with early childhood, according to Historical-cultural Psychology, through an analysis of pedagogical practices developed in the municipal network of Uberlândia during 2020, in a period of pandemic caused by the new Coronavirus (Covid-19). The research includes a contextualization of the timeline of the main public policies for Early Childhood Education in Brazil, followed by a bibliographic survey of research carried out in the period 2015-2020 related to working with babies. We also contemplate some of the theoretical assumptions of Historical-cultural Psychology with a focus on the education of children up to three years old. The research is qualitative and, as a data collection instrument, it was used a directed questionnaire, applied to five teachers from the Municipal Education Network of Uberlândia. In general terms, it was identified that the teachers made an effort to reconfigure their work from the new context and proposed to maintain an affective bond with the children, despite the physical distance, as they understand the importance of affectivity for pedagogical work and for global development. Their pedagogical plans were based, in part, on flexibility, in aspects that meet the physical, emotional and social needs of children through attentive listening and a sensitive look at the realities experienced by the school community.