Desafios e possibilidades para uma prática pedagógica inclusiva em uma escola da infância durante a pandemia da Covid-19
Enabling inclusive pedagogical practices in Early Childhood Education during the COVID-19 pandemic became a vast challenge for teachers, school administrators, parents, and the entire scholar community. The motivations for this research emerged from the experiences and personal and professional c...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/52181 |
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| Resumo: | Enabling inclusive pedagogical practices in Early Childhood Education during the
COVID-19 pandemic became a vast challenge for teachers, school administrators,
parents, and the entire scholar community. The motivations for this research
emerged from the experiences and personal and professional concerns working as a
teacher at the Núcleo da Educação da Infância, Laboratory School from the
Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN) in the COVID-19
pandemic context, during 2020 and 2021, and from the desire of sharing the inclusive
pedagogical practices developed in this period and, thus, contributing to the studies
related to the education of the different kinds of childhood and the teaching practice.
Therefore, this research had the general objective of analyzing how the inclusive
pedagogical practices developed with the children regularly registered in the Early
Childhood Education (ECE) from NEI-CAp/UFRN during the remote and hybrid
teaching context were (re)organized. It had these specific objectives: to map the
factors impacting the effectiveness of inclusive pedagogical practices developed with
the ECE children during the remote and hybrid teaching; to identify the inclusive
strategies of the remote and hybrid teaching used by the ECE teachers; to be aware
of the inclusive didactic materials and resources used by the ECE teachers with the
children during the remote and hybrid teaching and to develop a collaborative digital
portfolio with inclusive pedagogical strategies and didactic resources contributing to
the learning of every child, regardless of the remote, hybrid or in-person teaching
context. To support this research, we established dialogues with the current inclusive
educational policies and pedagogical practices from the ECE inclusive perspective,
the studies and discussions focusing on the teaching practice during the pandemic,
the NEI contextualization, and the Historical-Cultural Theory concepts. The
investigation adopted a qualitative and descriptive approach. As procedures for data
collection and production, we used: the analysis of the institutional documentary
sources related to the inclusion and the emergency remote and hybrid teaching
period and semi-structured interviews conducted online via Google Meet with three
teachers and two coordinators who worked in the ECE during 2020 and 2021. We
analyzed the data based on textual discourse analysis. After analysis, we highlighted
two categories: pedagogical practice organization and mediations. At the time, the
investigation identified four teaching moments that supported the production of a
digital portfolio in collaboration with the teachers who participated in this research,
sharing pedagogical strategies and didactic resources adopted to contribute to every
child's learning. For believing in the necessity and importance of sharing successful
pedagogical practices, this study aims to socialize how they were developed and
experienced in the ECE during the remote and hybrid teaching period and how they
can contribute to the inclusion of every child in other contexts. |
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