As implicações do distanciamento social na construção de narrativas infantis durante o processo de retomada do ensino presencial

Abstract

This work aims to analyze the implications of social distancing on children's narrative constructions during the process of returning to face-to-face education, especially among children who experienced classes through hybrid and remote systems. This text constitutes a master's dissertation in the form of three articles: "The impacts of COVID-19 social distancing on early childhood education - A systematic review," "Language and Development in crisis context: Exploring the effects of social isolation on education" (already published), and "Implications of Social Distancing in Children's Narratives: Experiences of Children and Families During the Pandemic." The pandemic revealed how society behaves in the face of difficulties, one of which was assisting children in their educational development. Remote teaching during this period did not work positively for Early Childhood Education, especially because children need daily contact with peers, teachers, and the necessary support to access classes. Therefore, investigating children's narratives during this historical time is a way to understand how they experienced the fluid and daily crossing of home and school times. The aim of this work is to investigate the impacts of social distancing resulting from the COVID-19 pandemic on child development, with a particular focus on children's narrative constructions during the process of returning to face-to-face education in a municipal school in Maceid/AL, with 8 children between 7 and 10 years old, respectively from the 3rd and 4th grades in the afternoon shift. Through a multidimensional approach, the goal is to understand the effects of this social distancing context on children's language, cognitive development, and social interaction, highlighting the importance of pedagogical practices that value play as a fundamental tool for children's growth and well-being. The first article consists of a systematic literature review, while the second explores in more detail the effects of social isolation on language and child development, and the last article reflects on the construction of children's narratives through Playfulness and children's drawing. Data collection was carried out through structured and semi-structured interviews using a qualitative and exploratory method, as well as playful activities with a dollhouse, storytelling from images, and drawing production. The analyses involved creating cores of meaning to understand the senses and meanings mobilized in the narratives. The results of the analysis point to a variety of negative consequences of social distancing, including socioemotional and behavioral difficulties in children, learning gaps, concerns about mental health, among others. The transition to remote learning also revealed significant challenges, especially regarding equitable access to education and the adaptation of pedagogical practices. Overall, the study contributes to understanding the challenges faced by children in the post-pandemic context and emphasizes the importance of playfulness within strategies that promote comprehensive development during the return to face-to-face education.