Alfabetização em tempos de pandemia: ensino remoto e práticas de ensino exitosas.

Abstract

The SARS-CoV-2 pandemic, known as Covid-19, was officially established between 2020 and 2023, with the advent of a virus that quickly spread across the planet, contaminating and taking lives, putting pressure on society. to take restriction and social distancing measures that impacted social interaction in society. In this scenario, schools were forced to interrupt their activities for a long period, compromising teaching and learning. With no prospect of returning to in-person activities, the country's education systems implemented Emergency Remote Education (ERE). In the city of Caucaia, the event resulted in a series of challenges for literacy teachers, above all, in the way they teach, with the “pedagogy of the possible” prevailing, as they did not receive training in the didactic use of digital media, nor technological resources. Focusing on adapting to new teaching methods, mainly those during the literacy period, the dissertation's questioning point is expressed as follows: Due to the adversities of remote teaching, in the pandemic reality, were there literacy teaching practices that favored learning? The study investigates remote teaching and literacy practices in classes of the 1st and 2nd year literacy cycle, in the municipal public network of Caucaia, Municipality of the Metropolitan Region of Fortaleza - CE, in the pandemic period between 2020-2021, a period in which face- to-face activities in Schools were interrupted, in two areas: organization of pedagogical work and reflections on remote literacy procedures. Specifically, the dissertation recovered, supported by the teachers' narratives, the practices related to literacy in emergency remote teaching, and discussed, in focus groups, with the teachers, the pedagogical organization and literacy during remote teaching. The research relies on theoretical support from Soares (2016; 2020), Ferreiro et al. (2008), Freire (2002), Morais (2012), Mortatti (2019) and Frade (2004; 2022), Caiado (2021; 2022). Methodologically, a qualitative investigation was carried out, with descriptive analysis composed of the narrative of literacy teachers, in focus group meetings. The narratives revealed a scenario that proved to be undeniably challenging, accentuated by the lack of adequate preparation for the implementation of ERE in the city of Caucaia. At the same time, the dialogues express the stance of the literacy teachers in this municipality, who facing their fears, adapting, reinventing and outlining new teaching practices were decisive in reaching their students.