Plano de contingência educacional para a educação infantil: lições do ensino remoto emergencial em Fortaleza

Abstract

The COVID-19 pandemic has brought profound and unexpected changes to various sectors of society, with education being one of the most impacted areas. Given the need for social isolation, educational institutions were forced to suspend in-person activities and seek alternatives to ensure the continuity of the educational process. In this scenario, Emergency Remote Teaching (ERT) was adopted as a temporary solution, albeit without adequate planning to address the specific needs of each stage of education. In Early Childhood Education, in particular, numerous challenges related to pedagogical mediation, emotional bonds, and family participation arose, requiring significant efforts on the part of educators and institutions. Therefore, this study aims to investigate the impacts of Emergency Remote Education (ERE) on Early Childhood Education, offered in 2020 and 2021, with an emphasis on the experiences of teachers at schools in the Municipality of Fortaleza. The methodological approach adopted includes research survey, based on the CIPP Model of educational assessment, through which it is intended to identify the challenges faced, the strategies adopted by institutions and educators, as well as the impacts observed on the academic, social and emotional development of children in Early Childhood Education during the COVID-19 pandemic. This is qualitative and quantitative research, with a descriptive and exploratory approach. An analysis of primary

data will be conducted, collected through a questionnaire comprising both closed and open- ended questions, followed by a content analysis. The results show that remote learning was

strongly influenced by structural factors, such as access to technology, family involvement, and teacher training. The analyses indicate that, although remote learning fostered closer relationships between schools and families and expanded teachers' technological repertoire, significant challenges persisted related to pedagogical mediation, children's socialization, and unequal access. Content analysis of open-ended responses revealed that maintaining affective bonds and interaction was considered central but limited by the remote format. Teachers also pointed to a need for greater technological training, institutional support, and digital inclusion policies. Overall, the findings indicate that remote learning contributed to teachers' professional development but does not replace the fundamental face-to-face experiences essential for child development, reinforcing the need for educational planning and more structured contingency plans. As a final product, an Educational Contingency Plan will be presented that can serve as a model for future crises, i.e., emergencies with an impact on Education.