A educação infantil na pandemia: A experiência de uma escola pública antirracista

Abstract

This article is part of a research on the political-pedagogical project of a municipal school for early childhood education that adopts ethnic-racial relations as one of its main pillars. It presents a case study about the work developed remotely by the school unit during the closure forced by the COVID-19 pandemic. It analyzes the possibilities and limits to implement, in this context, an antiracist curriculum, focused on ludicity and affectivity; it also discusses the challenges to include all children in the process and to guarantee the right to education. The sources of the study were the initiatives documented in the social networks, interviews and a survey carried out by the school. The analysis is made along a narrative, identifying four phases in the development of the remote work: the maintenance of the bond with the children, the reorganization of the initiatives, the elaboration of a didactic project and, finally, the temporary consolidation. By reporting and discussing this process marked by critical reflections, learning and changes, the article intends to contribute to the debate on conceptions and practices in early childhood education, of which remote emergency work is only a reflex.