Childhood education and its challenges in the post-pandemic period

Abstract

This article reviews the literature with the aim of analyzing the effects of the COVID-19 pandemic on education, emphasizing mainly the consequences on Early Childhood Education. Remote teaching was the alternative found so that education does not stop in times of social distancing, entering a period of doubts about how to apply teaching and questions in the context of infrastructure and socioeconomic issues. The use of devices, as long as they present appropriate content, can be positive for the child's development, but they should not be a substitute for face-to-face interactions necessary in early childhood education, although they are important for communication and maintenance of bonds between children, families and teachers. The synergism and complementarity in the forces between managers, public authorities, teachers and family members is fundamental to guarantee the teaching and learning of Brazilian children. They are social subjects that constitute groups with relative autonomy in cultural production and this process contains some reproduction, so they will be affected by factors of social inequality. Digital platforms are an alternative for maintaining the education offer, but they were not well used by the majority, due to infrastructure problems, apathy, lack of a computer at home or the non-applicability of the tools to the age group. Education needs a national plan with clear objectives and investments in schools and people, from students to teachers, and necessarily contribute to families having discernment and dedication to their children's education, even in adverse times.