Sabia que tem um novo vírus que já chegou no Brasil

This research aimed to analyse the effects of the COVID-19 pandemic on early childhood education, considering race, gender, class and age.The fieldwork was conducted in a public daycare center at São José dos Campos, city in the interior of São Paulo state, between March 2020 and April 2021.The fieldwork with children was carried out for a week in March 2020, when it was interrupted by COVID-19 pandemic and continued remotely.The methodological procedures during face-to-face fieldwork include: participant observation and field notes.During the remote field work, the procedures were modified and included closed and semi-structured interviews, photographs and document analysis.During remote fieldwork, it was possible to verify: part of the remote proposals sent to children does not respond to the specificity of early childhood education because it requires the family to assume a pedagogical role, which disqualifies teaching work and disregards that early childhood education has its own time, spaces and materials to happen; compulsory and large-scale remote activities overwhelm women in care activities; some of the remote proposals disregard inequalities among children; the focus of municipal network education has been to contain losses and maintain learning rights; curriculum and pedagogical proposals present only fragments of the discussion on ethnic-racial and gender relations, indicating the invisibility of the theme in educational practices; face-to-face return without vaccine did not respond to the specifics of the stage because it puts lives of teachers and children at risk and established a hygienist logic in early childhood education.During the week that I was physically present at the institution, it was possible to reflect on: how the different axis of social divisionage, gender, social class and raceimpacts peer culture in preschool, creating privileges, but also resistance; how researcher's presence is not neutral and her methods are a collective construction with children.The study is based on theoretical and methodological contributions of intersectionality, ethnographic studies, and early childhood education pedagogy studies

Invisibility · Pandemic · Participant observation · Education during COVID-19 pandemic · Rural and Ethnic Education

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