TEACHING WORK & A NEW KNOWLEDGE BUILDING PROCESS IN PANDEMIC TIMES

Covid-19 has profoundly marked health and education in particular, with the need for many reconfigurations in the educational context, to readapt to a new model of doing and delivering activities, very different from what is practiced. Through this change, the research proposal of this article arises aiming to analyze the teaching work and a new process of knowledge construction, as well as to evaluate what we learn in and with the Pandemic. The investigation had a quantitative-qualitative approach and the research was exploratory, making use of instruments such as an online google forms questionnaire, with the aim of knowing what the teachers experienced. Once the data was determined, tables and graphs were prepared for a better understanding of the investigated. The theoretical support had bibliographic support and also with authors who provided the understanding of the theme. The studies revealed that for teachers the use of technological resources was a challenge, since in their training there was no training, further evidence of the inequality that already exists in education. As a suggestion, it is emphasized the need to review the training curricula of teachers, and the introduction of technologies in the school curriculum, thus seeking a new process of knowledge construction, to the public authorities, it is alert to venture a closer look. dedicated to the problems that the Covid-19 Pandemic came to show in the educational process.

ACCURATE REFLECTIONS ON LISTENING TO YOUNG CHILDREN IN REMOTE CLASSROOMS DURING THE COVID-19 PANDEMIC PERIOD

The studies on the listening of children in the context of remote classes in early childhood education during the pandemic period are emerging. Thus, who is playing the role of the voice of young children in the pandemic during remote classrooms and how are educators interpreting the speech coming from the digitalized transpositions by online tools? This qualitative study is comprised of an exploratory inquiry into remote classes for young children in pandemic contexts coupled with a literature review of concepts of listening, childhoods, and children. The collection of empirical data took place through the application of an online questionnaire with educators and the results obtained varied between the children themselves being the messengers of their voices and also the mothers as subjects responsible for the transmission of the speech of young children to the educators during the virtual educational contexts. Therefore, this study proved to be valid to understand the need for more accurate reflections on listening to young children in any circumstances and environments where they are in training and development.