This thesis aims to understand the perception of Early Childhood Education teachers regarding the educational experiences throughout the years 2020, 2021, and 2022, a period marked by the effects of the Covid-19 pandemic in Brazilian territory. The closure of schools was one of the measures adopted to contain the spread of the virus, necessitating the creation of new educational strategies to ensure children s right to education. In this challenging context, the role of the teacher became even more complex, especially concerning the education of young children in our city. This study seeks to deepen the understanding of the educational actions developed during the pandemic by the participating Early Childhood Education teachers, encompassing both remote teaching moments and the return to in-person schooling. To achieve this, we drew on literature review on the theme Early Childhood Education and pandemic, as well as studies addressing teaching practices and childhood. The methodological resources utilized were: (i) semi-structured interviews with 10 Early Childhood Education teachers working in the city of Rio de Janeiro across different educational networks, aiming to comprehend the perceptions and meanings attributed by the research participants to teaching practices and educational experiences during the pandemic; (ii) analysis of collected data through the Thematic Analysis method, in dialogue with the literature produced on the subject and knowledge from the field of Childhood. The findings revealed that teachers reinvented their educational practices and sought strategies to maintain the connection with children and their families during remote learning. The support of management teams and other teachers was highlighted as crucial in this process. Despite the challenges posed by the pandemic, teachers consider this period as an opportunity for closer engagement with parents, although some families faced difficulties in accessing pedagogical proposals due to time constraints and/or technological resources. The return to in-person schooling was also noted as challenging, given the implementation of sanitary protocols difficult to apply to Early Childhood Education age group. Thus, teachers narratives contributed to a broader understanding of various aspects of the pandemic context in Early Childhood Education.