IMPLEMENTATION OF REMOTE LEARNING: TEACHERS AND FAMILIES PERCEPTIONS IN EARLY CHILDHOOD EDUCATION

The paper investigates the implementation of remote learning in early childhood education in the municipal public system of Sobral during the pandemic. It investigates teachers' understanding and perceptions of the guidelines for remote learning, the discretionary actions of these street-level bureaucrats to adapt the guidelines to the contexts of their schools, and analyses families' perceptions of the ability of remote learning to meet their needs and demands. The study relied on data collected from a survey applied to the universe of preschool teachers and semi-structured interviews with 16 teachers and 16 caregivers. The analyzes reveal that, according to the teachers' perceptions, the remote teaching implementation processes were characterized by an adequate flow of information and training and by decentralization of decision-making. H. However, amongst the families, the perception that remote learning could not meet their demands was predominant.