Reflexões sobre a ação docente na educação infantil: o retorno presencial pós-pandemia

Abstract

This article seeks to understand the issues that guide pedagogical practice in Early Childhood Education in the post-pandemic context, as well as the challenges faced by teachers in their actions to care for and educate children. This post-pandemic context reveals various adaptations necessary for the process of promoting children's in-person return to school. In this sense, the work is justified due to the researchers' experience in Early Childhood Education institutions, which provided them with a closer look at the issues that intensified at this time, observing the difficulties and challenges faced by teachers and children so that these actions could actually be carried out in line with children's learning and development. The methodology adopted is bibliographic and documentary research in order to contribute to teaching practice in Early Childhood Education, so that the learning rights of children are respected and guaranteed, as well as those of teachers who have the task of seeking adequate subsidies to promote the development of children in a comprehensive manner, assuming the actions of care and education in a way that the changes caused by this pandemic moment can be absorbed and the damage caused can be mitigated.