Criança, Infância(s) e educação infantil em tempos de crise pandêmica: por onde andam os direitos das crianças?

Abstract

This present article is the result of research that aimed to capture some of the experiences of early childhood education teachers in the context of the crisis caused by the COVID-19 pandemic. It discusses the correlation between childhoods, children, their conceptions and the social place that these subjects occupied/occupy in the curriculum development in early childhood education, bearing in mind the rights of children in times of crisis. The research procedures were based on a bibliographical review, documentary research and field work carried out through semi-structured interviews with teachers who work in the public early childhood education network in the metropolitan region of Belo Horizonte/MG/Brazil. The analyzes led to the understanding that the health crisis aggravated pre-existing inequalities not only in the social sphere, but also in the pedagogical sphere, exposing the exclusion of those children who did not have the support of their family members. The urgency to follow curriculum development, both in the period of social distancing and in the period of resumption of on-site activities, points to the challenges of thinking about children's rights in the face of prescribed curricula that, sometimes and in some way, veto children the right to participate in curriculum development, especially in spaces/times of pandemic crisis.