Resumo

MARTINEZ BARRADAS, Rosa Lilian. Interactions and Teaching Knowledge of a Preschool Teacher. Perceptions from a Rural Context in Times of Pandemic. Rev. latinoam. estud. educ. [online]. 2022, vol.52, n.1, pp.177-214.  Epub 02-Out-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2022.52.1.480.

This paper analyzes the interactions that a preschool teacher maintains with the group attended during the 2020-2021 school year to identify the teaching knowledge that determines her actions. It is a case study based on professional didactics. The units of analysis are verbal and written exchanges to address the specificities that the rural context impose on her during the pandemic. The results allow visualizing interactions in which the evidence of works is privileged over the preschool children, sometimes veiled by the intervention of the adult, who accompanies them during the educational interaction. This study reveals the influence of context on the studied educational conditions, such as induced segregations due to the lack of economic and technological resources and zero connectivity, which proves a challenge for creating teaching strategies that invite students to genuinely engage in their learning processes.

Palavras-chave : teaching knowledge; learning; digital divide; preschool education.

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