Banca de QUALIFICAÇÃO: Diego Andres Barrios Díaz

CHILDHOOD, PANDEMIC AND EDUCATION: Experiences and spatialities of children in the midst of the crisis

Children; Childhood; Covid-19; Perezhivanie; Cultural Historical Theory

This research is part of the recent debate on the situation of children in the context of the Covid-19 pandemic. This work arises from the realization that the gaps imposed by the pandemic conjuncture represent unequal threats to the lives of children in different social, historical and geographical positions. It proposes to urgently consider listening and building dialogue spaces that allow children to express and narrate how such panoramas are integrated into their experiences, what is experienced and felt. The pandemic effectively exposes the need to address not childhood itself, but the particular conditions that configure different childhood experiences. The effects of the public health crisis and its consequences are not felt uniformly. We understand that children establish original relationships with space and time and we articulate different theoretical approaches that give visibility to children's participation as subjects of knowledge. We assume as a methodological reference the principles of Qualitative Epistemology. The empirical field was carried out with children between 6 and 10 years old in a school in the Federal District. We aim to analyze the experiences of children in the pandemic context. Such experiences are understood as marks of the child's relationship with the environment, a non-determining environment, but imagined, generating affective processes and particular expressions. The analyzes show, so far, that when talking about the pandemic, children talk about their rights, their family relationships, their links with school and other aspects of their lives