Alfabetização e letramento no contexto pós-pandêmico: desafios e práticas pedagógicas na perspectiva de professoras alfabetizadoras

Abstract

In this research we sdiscussed the process of beginning literacy and literacy after the Covid-19 pandemic. We aim in general to investigate and analyze how the process of beginning literacy and literacy occurred in two classes of 1º year of elementary school, in the post-pandemic period, in a public school in Naviraí-MS. The specific objectives consisted of: i) identifying the practices and methods of beginning literacy and literacy adopted by teachers; ii) identifying the perspectives of beginning literacy teachers regarding student learning, the challenges of beginning literacy and literacy after the Covid-19 pandemic; and, iii) investigating the strategies that the school and beginning literacy teachers have adopted to recover the gap in student learning. The methodological structure of this research is based on qualitative approach and methodologica field procedures, using the following instruments for data collection: semi-structured interviews with the teachers of the 1º year and participant observation in the classrom. The main conclusions of the research were that it was possible to identify the methods that the two teachers used, P1 used the phonic and alphabet method, while P2 used the alphabet method; and that the practices of reading and writing are focused on the specificity of beginning literacy, while the practices that involve the literacy process have hardly been worked on. The data also show that ever after the pandemic, teachers remain concerned about the non-attendance of the concern of students to classes and difficulties with initial contents of the beginning literacy and literacy process.