AS "DÍVIDAS" COM A ALFABETIZAÇÃO E O LETRAMENTO NO PÓS-PANDEMIA

Abstract

The Covid-19 pandemic period brought difficulties to Brazilian education, especially for children who experienced this school phase at a crucial time for the systematization of literacy and the literacy process. In view of this, this research sought to understand the “debts” left over from the pandemic period and how these difficulties affected children's learning in relation to reading and writing. The specific objectives of the work were: i) to verify the levels of reading and writing skills of 5th grade students at a public school in the municipality of Naviraí-MS, who started literacy during the Covid-19 pandemic; ii) to ascertain the strategies adopted by the school and the teacher to minimize the students' learning difficulties. The research is qualitative-descriptive in nature and data was collected through classroom observations and analysis of the text production activities of 5th grade students. The results show that the initial difficulties in appropriating written language persist until the end of the early years, since social distancing has prevented the necessary interventions by the literacy teacher so that the children can advance in their knowledge of spelling, punctuation, text segmentation, textual genres and their discursive aspects. It can be said that the “debts” owed to 5th graders are related to the lack of opportunities to fully experience literacy, through involvement in social reading and writing practices that would help them become competent readers and writers. These students face reading and writing difficulties that can only be overcome by encouraging reading, textual production and reflection on language, with the constant mediation and didactic intervention of the teacher.