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This article presents the results of a research that aimed to understand the main challenges faced by a group of educators during the COVID-19 pandemic, as well as to identify the pedagogical strategies explored, in the period of remote teaching, to make viable the processes of teaching and learning of students in the 4th grade of Elementary School at a Public Elementary School in Canoas/RS. It was a qualitative and exploratory research, in a case study format, whose data collection took place from semi-structured interviews with the teachers of the four fourth-year classes of the institution. Data were interpreted based on the Content Analysis technique, emerging four categories. The categories 'lack of access to education' and 'pedagogical mediation in times of social distancing' express the biggest challenges faced by educators during remote classes. The categories 'search for interaction and maintenance of bonds', and 'collaborative work' denote the pedagogical strategies used by the interviewees to face the difficulties of this period. The results also highlight the need for public policies that seek to assist in the development of pedagogical practices adapted to the new reality and mitigate the learning deficits accumulated after the period of remote classes. [ABSTRACT FROM AUTHOR]

The main purpose of this theoretical article is to understand the roles taken by educators in formal and non-formal educational institutions for infancy. The mediation of human development and its historical, affective and biological constructions mobilizes theories of education that highlight interfaces of concepts in biology of knowledge and childhood education. The reflections in this text present the systemic panorama of the processes of socialization in the education of children, indicating that contexts can be formal, non-formal or informal. This demonstration allows us to conclude that education is always an essential right of children in any educational environment. In these scenarios the roles of educators must be involved and guided by being, doing and talking with children. [ABSTRACT FROM AUTHOR]