In this paper, we discuss the impact of COVID-19 on Brazilian families, considering socioeconomic data from before and during the outbreak. The coronavirus threatens Brazil’s entire population. Since May 2020, Brazil is considered the pandemic epicenter, presenting high rates of infections and deaths at least up to the end of August 2020. Families in which members may have lost their jobs or are living from informal work face the challenge of protecting themselves from COVID-19, but also of maintaining financial conditions despite the risk. Access to healthcare has proven to be more precarious for the poor, Indigenous, Black, street population, women, and LGBTQI+. Impacts on the mental health of family members who comply with social isolation and are overburdened with domestic duties, home office and their children’s education by digital media are increased by stress, anxiety, and uncertainties about the future. Due to the great impact COVID-19 has provoked on Brazilian families, already existing socioeconomic iniquities increased during the pandemic. Unemployment, bad basic sanitation conditions and a high rate of informal work contrast with the situation of high-income families. The post-pandemic period will be decisive for Brazil to prioritize the recovery of its already existing public policies. We suggest the proposed initiatives be organized around the goal of mitigating adverse effects on mental health aggravated by COVID-19.

Covid-19 outbreak forced the governments around the world to decide schools closure. In Brazil this circumstance lasted almost two years because a government wrong management had been marked by delays and lack implementation of public policies. The outbreak context brought important challenges for children and their families. This paper carried out a characterization and analysis of a questionnaire to assess the perception of fifteen families about care, socialization/learning, feeding and development of autonomy in shared context with children during the pandemic in a public day care center. Results show that families faced difficulties in socializing and playing. Feeding practices and use of objects-utensils during mealtimes and care had better indicators. However, difficulties in autonomy, learning, and anxiety increased. As a conclusion, the impact of pandemic changes must be evaluated, revealing actions that the school will have to carry out in the future, especially on children's development/learning processes.

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Este estudo se propõe a analisar as interações triádicas estabelecidas na Educação Precoce, de maneira a compreender os processos semióticos do bebê pré-verbal e o papel educativo de professores nesse contexto. O referencial teórico adotado é a perspectiva pragmática do objeto, que coloca que, para a compreensão do desenvolvimento do pensamento do bebê que ainda não fala, é necessário se trazer à luz a materialidade e o uso cultural de objetos nas interações bebê-adulto-objeto. Nesse sentido, foi realizada uma pesquisa empírica qualitativa com um bebê do sexo feminino, com histórico de prematuridade de 12 meses de idade cronológica, atendido na Educação Precoce, e sua professora. Os dados foram levantados com a ajuda de videogravação de uma sessão de atendimento da professora a esse bebê, com o uso de três objetos específicos. Estes dados foram analisados microgeneticamente, de modo que puderam ser observados os mediadores semióticos e os usos dos objetos empregados pela professora e pelo bebê no compartilhamento dos significados culturais subjacentes a estes sistemas. Os resultados indicam que a Educação Precoce tem um papel importante na construção dos primeiros sistemas semióticos de bebês pré-verbais, e, portanto, no processo de construção do seu pensamento, visto que é um espaço de interações triádicas intencionais, planejadas e consistentes. As práticas educativas contribuem significativamente para o ingresso de bebês na cultura e no mundo de significados, onde o professor atua como parceiro e guia.