The present research aims to understand the perceptions of children in a preschool class at a
school in the city of Recife regarding remote learning, which they experienced both during the
pandemic and during the school's renovation period, immediately after returning to the
in-person teaching model, when it was necessary to return to remote learning. In this context,
the goal is to identify the main challenges faced by the children in Group 5 of the preschool at
Municipal School Compositor Levino Ferreira (PE) regarding remote classes and the
differences they perceive between remote and in-person classes. The overall objective is to
analyze the perceptions of preschool children about remote learning at the aforementioned
public municipal school in Recife. The specific objectives are to outline the public policies for
early childhood education adopted by the Recife municipality in the context of the COVID-19
pandemic and post-pandemic period, and to identify how children perceive the differences
between in-person and remote learning adopted by the Recife Department of Education.
Theoretically, the research is based on the Sociology of Childhood (Sarmento, 2019; Corsaro,
2005), which understands that children are subjects with rights, capable of breaking the
silence and critically reporting the facts they experience in their school routine. Fochi (2019);
Grossi (2020); Kramer (2016); Mello (2007); Sarmento (2019); Simões and Resnick (2019).
Methodologically, the study is qualitative in nature and used as data collection tools the
"Surprise Box," interviews, and drawings made by the children. Data analysis was conducted
through sensitive listening, as proposed by Renata Meirelles (2011). From the interpretation
of the data, it is concluded that most children felt the impact and consequences of remote
learning, stating that they prefer in-person classes either because they like their teachers,
because they feel more focused and protected, or because they miss the social interaction they
experience daily with their classmates and teachers. Additionally, all the children emphasize
the importance of play, corroborating theories that address the centrality of interactions and
play at this stage of school development.