Desafios e possibilidades para uma prática pedagógica inclusiva em uma escola da infância durante a pandemia da Covid-19

Abstract

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.