Prática pedagógica com a matemática na educação infantil no contexto da pandemia da COVID 19

Abstract

The Coronavirus pandemic brought significant challenges to the field of education, as well as to society. At schools, new teaching methodologies were implemented in the context of Emergency Remote Teaching. The general objective of this research is to analyze how the pedagogical practices adopted by teachers in mathematics teaching in Early Childhood Education were carried out. This qualitative study collected data through interviews with teachers who work in the early childhood education of a public institution, located in the southern region of the city of Uberlândia - Minas Gerais. In the process of reflection on the Digital Culture of teachers, the following authors were considered: Almeida and Valente; Kenski; Moran; as well as documents from the Ministry of Education. In the analysis of the research data, we observed that, in the pandemic context, the use of Digital Information and Communication Technologies (DICTs) in pedagogical practices involving mathematics in Early Childhood Education promoted a more engaging and enjoyable learning experience for children, expanded the teachers’ knowledge regarding technological resources, and enabled strategies of interaction with early childhood education students in their teaching and learning process. Although teachers and families faced challenges in adapting to technology, these tools became essential in ensuring the continuity of education and served as a bridge between families, students, and teachers. They also encouraged more meaningful interaction among all those involved in the learning process. In this context, the research shows that during the pandemic, family support was key to sustaining students’ learning and development, along with the dedication of teachers. The findings highlight the need for effective public policies that support ongoing teacher training, promote digital inclusion, and ensure fair access to technological resources from early childhood education onward. These efforts would also contribute to the growth of academic research on the subject. Keywords: Early Childhood Education, Digital Information and Communication Technologies, Mathematics, Pandemic.