APRENDIZAGEM DAS CRIANÇAS E AULAS REMOTAS EM TEMPOS DE ISOLAMENTO SOCIAL DA COVID-19: INTERVENÇÃO DA PSICOTERAPIA COGNITIVO COMPORTAMENTAL

Abstract

INTRODUCTION: Children's learning in times of social isolation is weakened by the Covid-19 epidemic. It is noticed that the mental health of children in the context of the pandemic has been a point that calls the attention of psychologists, researchers, educators, health professionals, families, and caregivers. Cognitive Behavioral Therapy (CBT) presents a therapeutic intervention to alleviate the psychological suffering and teaching and learning of children in the school context. OBJECTIVES: To discuss the learning of elementary school children in remote classes in the days of Covid-19 and the contributions of Cognitive Behavioral Therapy in psychotherapeutic intervention. METHODOLOGY: Based on the theoretical review of the literature using the bibliographic and exploratory research methods. The materials were books, scientific articles, periodicals, magazines, and newspapers available in the databases: Capes, Idaam, SciELO, Fiocruz, PAHO/WHO, RBP, and Unesco. RESULTS: It was found that in social isolation, children can become more vulnerable and dependent, with functional difficulties in performance and school learning. There are disturbing manifestations in the cognitive, affective, emotional, and behavioral areas expressed through anxiety, stress, agitation, tantrums, aggressiveness, isolation, and shyness. FINAL CONSIDERATIONS: The impact of social isolation imposed by Covid-19 interfered in children's behavior and learning. The psychotherapeutic intervention of children's CBT is aimed at reducing symptoms, psychological suffering, the way of interpreting the routine that involves ways of studying and learning, social and affective relationships with peers, school, and family. CBT intervenes with playfulness, creativity, learning, attention, affection, understanding, and strengthening, aiming at the child's physical, mental and social well-being.