Alfabetização no ensino remoto: percepções docentes sobre o trabalho pedagógico com a leitura e a escrita

Abstract

The pandemic context caused by Covid-19 demanded new knowledge from teachers regarding the use of technological resources for the elaboration of pedagogical content and for teaching classes remotely, which demanded reorganization and apprehension of the ways of reading and writing in digital environments to proposals for teaching and learning with children in the literacy process. Faced with this situation, the following question arises: what pedagogical resources were used during emergency remote teaching, for the literacy process? How were pedagogical activities, specifically reading and writing, carried out by literacy teachers in this pandemic context? Therefore, this research aimed to reflect on the perception of literacy teachers in relation to the proposals for pedagogical reading and writing activities, during emergency remote teaching, which constituted the Home Activities Plan (PAC). To this end, a descriptive research, with a qualitative approach, was developed through two data collection procedures: the application of a questionnaire and the holding of a collective interview, with literacy teachers, who worked in the first half of 2021. The analysis Based on the data, the research was based on studies by Soares (2002) and Morais (2005) on the process of literacy and literacy, on studies by Rojo (2012; 2016) on digital literacy and on studies by Tardif (2014) and Nóvoa ( 1999) referring to teacher training and teaching knowledge, among other authors who discuss the highlighted themes. From the research data, it was possible to identify the multimedia resources used for pedagogical work during remote teaching, such as Google Meet and WhatsApp. The teachers' answers showed that the perceptions regarding the pedagogical proposals were directed to three points, such as the process of continuing education for remote teaching, the reading and writing activities developed during remote teaching and the relationship between family and school, in teaching remote. The research shows that the elaboration of a printed material by the literacy teachers of the school, composing the PAC, points out the sensitivity of the teachers as educators, revealing their professional identity, the concern with the content to be taught, the care in transmitting knowledge and knowledge, from the reality of the students. This research has as an educational product: the realization of a pedagogical workshop for literacy teachers on storytelling and retelling as a pedagogical practice of literacy in which the student is the protagonist of learning.