A interação comunicativa na Educação Infantil no contexto pandêmico: compreensões a partir de Piaget e Vigotski

Abstract

The health worsening caused by the new coronavirus caused several changes in the Brazilian educational scenario. As a result of isolation and social distancing, many school institutions, especially those that are part of the first stage of Basic Education, had to adhere to a new teaching model so that students could continue their studies. In this sense, the present work aims to investigate understandings about communicative interaction in Early Childhood Education in a pandemic context, from the perspectives of Jean Piaget's Genetic Epistemology and Lev Vigotski's Historical-Cultural Psychology. For this, we seek to present who Piaget and Vygotsky were and their language studies, perform the State of the Art of the productions of both authors that were published between 2015 and 2020 in theses and dissertations, and also analyze how Piagetian theories and Vygotskian can contribute to the understanding of communicative interaction in Early Childhood Education in a pandemic context. For this purpose, the methodology is being elaborated from a bibliographic research, and through the State of the Art type. Given the above, for the theoretical framework, the works of authors such as: Piaget (2004; 2005; 2020; 2021), Vygotsky (2000; 2001; 2007) and Vygotskii were consulted; Luria; Gil (2010). The results show that child-child, adult-child and adult-middle-child interactions are fundamental for sensory, motor and cognitive development. This study based on Piagetian and Vygotskian theories also confirms that the closing of schools due to the pandemic, and the social withdrawal of children in Early Childhood Education, left gaps in the learning of the educated, requiring from the teacher a new look and proposals for classroom teaching. of class. Therefore, it is considered that from this work, we will motivate the reader to reflect on how the concepts presented can help in Early Childhood Education, showing how much interaction is one of the essential factors for the progress of life. Therefore, the need to discover new directions regarding the teacher's practices in the classroom is signaled; in the collection of information about the future cognitive gaps that have arisen or may arise in the lives of post-pandemic students and, in the expansion of new knowledge.