CHILDHOOD AND PANDEMIC: DIALOGUE AS THEORETICAL-METHODOLOGICAL PRINCIPLE IN RESEARCH WITH CHILDREN

This paper presents exploratory research that took place in Brasília, DF, with children from a 2nd grade class at a private school, between november and december of 2021. The theoretical-epistemological approach linked the children to the territory of the school, a context directly affected by the social isolation caused by the pandemic. Our study sought to understand the singularities with which the children conceived, thought and felt this pandemic period. The text presents the process of field research, emphasizing theoretical and methodological reflections on research with children based on the use of various methodological tools, such as experiential maps and conversational dynamics, designed to establish an open and dynamic dialogue with them through play. It should be noted that the children expressed themselves actively and creatively in the research, which made it possible to understand their perceptions of the pandemic and the multiple and sensitive impacts it had on their lives. The marks of this pandemic period were perceived by the children beyond the problem of biological processes, as their social and spatial experiences came to have unique meanings in their lives.